Two Rivers Kindergarten

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children have a terrific time learning outdoors in natural woodland in this novel setting. They have ample opportunity to discover what plants need to grow and to watch the changing seasons.

They get the chance to see new-born lambs and calves and help to feed them. They build strong muscles, learn to manage and assess risks as they climb trees and negotiate pathways through the woodland. At their base camp they have created musical instruments from metal pots and pans, wind chimes from pieces of metal tubes and discs and use beaters to explore the different sounds.

Children learn to use tools safely to create models. ...Staff help them to construct a see-saw, using a log pushed into the ground with a plank balanced over it. Children make up fantastical stories as they pretend to battle dragons with 'swords' made from twigs and small branches.

They serve 'ice creams' using mud and containers or toast 'marshmallow flowers' over the pretend fire pit. They remind each other to be careful and sit down near the fire so they can stay safe.

What does the early years setting do well and what does it need to do better?

Staff form secure attachments with the children and help them feel safe and secure.

They recognise when children are unsure about changes and new situations, giving them time to relax before engaging them in play and activities.Children eagerly get into their play in the forest. They make the most of their walk to the base camp.

They stop along the way to explore the gardens of the estate, running through the hedge tunnels and clambering up steps with confidence. In a clearing, they find natural materials such as fallen twigs or branches and use their imagination to turn them into vacuum cleaners and cars. A bush becomes a lift, and a blue flower is a bird that they tick off on their treasure hunt list.

Staff make accurate assessments of children's capabilities. They plan appropriate challenges to enhance children's learning and development. They recognise what children need to learn next and make sure any gaps close quickly.

They share what children are learning with parents and others who care for the children, so children receive consistent experiences that help them make good progress.For the most part children show kindness and consideration to others. They share the resources well and use good manners.

Sometimes, staff miss chances to provide clear messages for children as they join in group activities to help them cooperate and respect other's feelings. For example, some children mess about at the lunch table and bump others or talk over children as they play a guessing game.Partnership with parents is strong.

Staff work hard to make sure parents are involved in their children's learning, including using different media such as video and photographs to show parents what children do during the day. Parents comment that children thoroughly enjoy being outdoors, and say they have seen them gain confidence and resilience.There are some systems in place to support staff.

For example, the manager makes sure she monitors staff she works with. She provides them with regular supervision meetings to discuss practice and helps them to access professional development opportunities to develop their skills. However, the provider does not provide appropriate arrangements for the supervision of the manager, to ensure she has effective support, coaching or training opportunities.

Children are articulate and inventive. They make connections as they play. For example, as they cover themselves in mud from the puddles, they recall characters from favourite stories, saying they are the 'mud monster' chasing the dragon away from the witch.

Staff join in the play and encourage children to extend their ideas, including through asking questions and posing challenges. Children are motivated and eager to learn.

Safeguarding

The arrangements for safeguarding are effective.

Staff are vigilant about safety, reminding children of the rules for forest school, such as not to pick anything growing or to eat things they find around them. Children know to stay close enough to see staff as they walk to the base camp. Staff know what may make a child vulnerable and possible signs or symptoms of abuse.

They understand when they need to refer concerns about a child. The manager ensures that any equipment needed to keep children safe is working properly, such as having mobile phones charged and carrying a first-aid kit when out on walks.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nensure there are appropriate systems in place to provide effective supervision, support, coaching and training for the manager provide children with positive messages to help them understand expectations for working and playing together at group times.