Forest School

The United Nations Convention on the Rights of the Child respects the rights and responsibilities of parents and carers to provide guidance and direction to their child as they grow up (Article 5). It also recognises that some parents may need support and help to do this (Article 18). Researchers and early years workers recognise that the earliest years are some of the most important developmental periods in a child’s life. Fathers and mothers who engage with their child’s development from birth have a direct positive link to a child’s future economic wellbeing, health, educational attainment and relationships during adulthood. By forging a true partnership with parents we can have a major impact on children’s outcomes while they are in our care that lasts beyond their time in our setting.

Our setting aims to be a place your children look forward to attending and a place you, as a parent, feel fully confident and assured when leaving your most precious possession in our care.

We offer a  fresh, clean, vibrant, and tranquil ambience. A visit to our setting is essential to truly experience what care and play learning we are offering.

Evidence shows that higher-quality provisions have greater developmental benefits for children, particularly for the most disadvantaged children and this is what we strive for. Our children are encouraged to explore, play and think for themselves and we allow them to access risk and challenges to promote this. 

We work to the Early Years Foundation Stage (EYFS), which is mandatory statutory guidance in England. The EYFS sets the standards that all early years providers must meet to ensure that children under 5 years learn and develop well and are kept healthy and safe. With us, your child’s development is shared with you daily on our web application in your families hub to ensure you are up to date and can work with us to support your child’s development.

 

Our aim is to ensure that the children in our care are able to learn and develop at their own pace, through high-quality play learning experiences, with the support from our wonderful team of practitioners.

We operate a child-led learning model, which in the early years allows children to thrive whilst making accelerated progress.
Every child is viewed as a strong, confident and competent child.
Every child is viewed as a strong, confident and competent child.
We pay careful attention, listen to your child and take their ideas seriously and we are willing to learn alongside the children in our care.
We pay careful attention, listen to your child and take their ideas seriously and we are willing to learn alongside the children in our care.
We believe the child to be the agent in affecting social change on this planet, and their learning should be a holistic experience using practical life experiences where possible.
We will plan the starting point for your child to explore and provide open-ended resources which encourage children to develop their own thinking and to learn from one another.
We aim to keep your child at a high level of engagement frequently.
Our practitioners recognising schemas, individuality, and ensuring age integration where possible.
Our smaller group sizes will help the children to listen to each other’s points of view and to respect the feelings of others
Our smaller group sizes will help the children to listen to each other’s points of view and to respect the feelings of others

Practitioners:

Our practitioners are put through a thorough recruitment process prior to starting to care for your children.

They have relevant qualifications and training to ensure your children are safe, well cared for and able to meet their development milestones and beyond.

As a company, we’re trying to provide a working environment that positively impacts our practitioners’ wellbeing.

Next Steps:

We will only move children on to their next stage when they are ready and able to cope. This is individual to each child’s need and will be determined by our practitioners and management in partnership with parents.

We strongly believe that children learn from their peers as well as understand the important of a change of surroundings, therefore, we ensure we regularly integrate our children during their play learning experiences with other rooms. This also allows sibling to integrate during their nursery day.

COVID19 may limit our ability to experience at this present.

Risk Benefits:

Research shows that children learn and develop to their best potential when they are able to access challenges and explore risks.

We aim to enhance these areas of your children learning by carrying our in-depth risk assessments, as well as risk-benefit assessment.

Our staff will regularly review our setting and the continuous provision against your child’s individual needs to ensure we are safeguarded and to allow the children access the very best opportunities.

Assessing Our Quality:

Within our setting, we constantly evaluate our practice alongside our strategies, the government framework, and your child and family’s individual needs and feedback.

We monitor our children development and staff performance through a cohort tracking system each term.

We will consult with our children, staff, and parents on a very regular basis and this evaluation will be reviewed and acted on within a reasonable time and not ignored.

Ofsted is the sole arbiter of quality in the early years and has graded us as a Good setting in our first inspection.

We work in close partnership with our local authority, Central Bedfordshire Council who have a legal duty to provide information and training on meeting the requirements of the EYFS, meeting the needs of children with SEND, and on effective safeguarding for providers who we work closely with children on a regular basis.

British Sign Language (BSL):

TBA

Our Rooms