Growing Wild Woodland Nursery

Growing Wild Woodland Nursery
Unique reference number (URN): 2780829
Address: South Yorkshire County Scout Council, Hesley Wood Scout Activity Centre, White Lane,
Chapeltown, Sheffield, S35 2YH
Type: Childcare on non-domestic premises
Registered with Ofsted: 21/03/2024
Registers: EYR, CCR, VCR
Registered person: Growing Wild Outdoor Nursery Ltd
Inspection report: 11 May 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Strong standard
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.
Achievement Strong standard
All children, including those who face barriers to their learning, make rapid progress from
their starting points. Those with limited speaking skills when they first start quickly develop
their language skills and learn to communicate confidently with other children and staff.
Children who previously struggled with physical strength and coordination now move across
the site with confidence and control. Those who found social interaction difficult now form
friendships and negotiate play with ease. Older children are remarkably articulate. They use
a wide vocabulary to share their ideas and explain their thinking. They recall previous
learning from stories, play and outdoor exploration and use this during their play, which
helps to build deeper understanding.
Children are consistently resilient and resourceful. They solve problems independently,
adapt their ideas and persevere with challenging tasks. They are high achievers who show
curiosity, confidence and a strong desire to learn. Children with special educational needs
and/or disabilities make significant progress in communication, confidence and physical
development. All children develop positive attitudes and become deeply engaged in their
learning. Their ability to focus and persevere, and their sheer love of learning, prepares
them extremely well for future success.
Children's welfare and wellbeing Strong standard
Children's welfare and wellbeing are of the utmost priority and leaders monitor this closely.
Staff supervise children with care and awareness. They position themselves well and
communicate clearly. Risk assessments are thorough and reviewed often so that children
can explore safely. Children learn how to keep themselves safe through embedded routines
and discussions. Staff ask children what they might need to think about rather than telling
them to be careful. This builds children's confidence and deep understanding of risk. For

example, they talk confidently about how to check which plants are edible and how to move
safely on slippery ground.
Staff know every child extremely well. They are sensitive to those who face barriers to their
learning or wellbeing and tailor care to make sure their needs are fully recognised and met.
Children form secure bonds with staff and seek comfort when needed. Staff meet children's
care needs precisely and thoughtfully. Staff are careful to ensure that children are able to
sleep safely and rest well. In colder weather, they use warm spaces for personal care and
work quickly to keep children comfortable. Children meet their own care needs with
increasing independence. They understand how to prevent the spread of germs, which they
show when they wipe their nose and clean their hands. Mealtimes are relaxed, social
occasions where children learn how a balanced and nutritious diet can give them the energy
they need for an active and healthy lifestyle. They practise good manners and develop their
social skills in conversations with their friends and staff.
Curriculum and teaching Strong standard
Leaders provide clear direction for the curriculum and expected quality of teaching. Staff
understand their expectations and deliver consistent, high-quality support for children's
learning. The curriculum reflects the setting's outdoor ethos and the needs of the children.
Staff use the natural environment to build independence, resilience and curiosity through
unhurried exploration. They plan learning through repeated songs and stories, modelling
rich vocabulary and embracing children's interests. Staff use questions rather than
instructions, which encourages children think for themselves and set their own challenges.
Staff extend learning naturally through play, introducing new words and encouraging
children to explain their ideas.
Staff help children to develop a deep understanding of mathematics through practical tasks
and carefully planned activities. For example, they set up opportunities for children to collect
sticks and leaves and match them to number cards, and talk about value in everyday play.
Staff promote physical strength and coordination through daily active play. They encourage
children to keep trying when climbing the 'big hill' and offer steady support that helps
children to develop physical resilience and determination.
Teaching is warm, responsive and inclusive. Meticulous assessments inform staff's clear
intentions for the activities that they provide. Staff are careful to allow uninterrupted play to
help children to remain deeply engaged and follow their ideas to completion. Staff work
diligently to ensure that children with special educational needs and/or disabilities access
the full curriculum. They adapt activities and provide the right support at the right time to
help children to build their knowledge and skills in ways that work for them. Overall, the
curriculum provides rich and exciting opportunities for all children to build their knowledge
and skills across all areas of development, ready for their next steps in learning.
Inclusion Strong standard
Leaders create an inclusive culture where every child is known, valued and supported. Staff
identify emerging needs quickly and respond with sensitivity. Children with special
educational needs and/or disabilities benefit from thoughtful adaptations that keep them fully
involved in learning. Staff follow children's lead and adjust activities so that they can join

group times as independently as possible. Children make rapid progress in communication
and confidence. Leaders scrutinise the progress that children make. They review their
approach frequently to ensure that support remains sharply focused on children's current
needs. Children benefit from precise, responsive support that enables ongoing progress.
Staff work closely with external professionals and follow intervention plans with care. This
helps to ensure that children receive consistent support that reduces barriers to their
learning or wellbeing and builds independence. Children who have experienced early life
challenges respond well to steady routines and familiar adults. They show growing
emotional security and confidence.
The key-person system is strong. Children form close bonds with their key person and
parents value the daily communication and support. Staff ensure that disadvantaged
children, and those facing other barriers, access the same rich curriculum as their friends.
For example, they use additional funding to ensure that children have suitable clothing to
access all activities in all weathers. All children develop a strong sense of belonging and
make secure progress from their starting points.
Leadership and governance Strong standard
Leadership is strong and drives high quality practice across the setting. Leaders monitor
practice through daily oversight, discussions and observations and use this to maintain
consistent expectations across the team. They create a highly supportive environment
where staff feel valued, confident and able to sustain high quality practice. Leaders are
mindful of staff workload and wellbeing. New staff spend time getting to know children and
the environment before taking on any responsibilities. Staff have protected time away from
children to complete administrative tasks so that they can focus fully on children during the
session. Leaders understand the physical and emotional demands of working in an
extensive outdoor environment. They have developed a new indoor space for staff to rest,
warm up and prepare resources. Staff appreciate gestures, such as warm drinks, and
practical support that help them feel cared for and able to do their best work.
Training is sharply focused and builds staff confidence. Leaders continue with their own
learning, bringing expert knowledge and reliable research into teaching approaches and
learning plans. Staff feel included in decision making and are encouraged to be creative in
how they deliver the curriculum. Higher staff ratios ensure that staff feel at ease supervising
and teaching children across the large site. This removes anxiety and helps them to feel
capable and confident.
Leaders work closely with external professionals to support children with special educational
needs and/or disabilities. They maintain strong partnerships with parents, with meaningful
communication and regular updates through an electronic application, regular newsletters
and daily, detailed conversations. Parents say they receive so much information that it feels
as though they have spent the whole day there with their children. They say staff give them
confidence to continue their children's learning at home. Leaders are reviewing the
organisation of sessions to encourage stronger punctuality and to help children to benefit
more consistently from their full entitlement to funded early education.

Expected standard
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff have shared and very high expectations for behaviour, which they apply
consistently. Children behave remarkably well. They are calm, cooperative and become
deeply involved in their play. Staff model respectful interactions and children mirror this in
their relationships with staff and other children alike. They negotiate roles, share resources
and resolve minor disagreements with minimal support. Children show consistently positive
attitudes in their play and learning, accepting challenges and creating their own. They listen
intently during group time and contribute thoughtful ideas. They show pride in their
achievements and are extremely confident, for example, when they perform for their friends
during singing and dancing activities.
Routines are very well embedded and inclusive. Children know what to expect in their day,
which contributes to their high levels of self-esteem and sense of security. Staff support
children with special educational needs and/or disabilities through visual cues, predictable
routines and sensitive support. Children who face barriers to their learning or wellbeing
remain settled and engaged because staff understand their needs and respond promptly.
They show emotional security through warm relationships with staff.
Leaders are diligent in preparing children for the expectations of school. Children build the
learning behaviours needed for a classroom environment. Staff introduce simple routines
that help children manage transitions, follow group expectations and take part in shared
learning. Leaders encourage regular attendance. They offer flexible start and end times to
help families to easily access the provision. This means some children, who arrive later or
leave earlier, occasionally miss valuable learning time. This can affect how securely they
develop habits linked to punctuality. Leaders recognise this and are committed to
addressing it.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met

Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children flourish in this well organised and carefully planned outdoor nursery. They arrive
happy and confident and settle quickly into play, confident to wave their parents off with a
cheery 'high five'. Children explore freely and show deep engagement as they follow their
ideas with determination. They negotiate roles, share resources and solve problems with
growing independence. Children confidently invite staff into their play and talk about their
thinking. They use rich vocabulary that reflects the repeated stories, songs and
conversations that staff weave through the day. Children describe feelings, predict story
events and use complex language in their imaginative play.
Children achieve well, supported by a curriculum that gives them meaningful experiences
that help them to build knowledge, skills and confidence. They climb, balance and move
across uneven ground with strength and control. They keep trying when challenges arise
and show resilience and resourcefulness. Children understand how to manage risks and talk
confidently about keeping themselves safe.
Children show they feel secure, valued and included. They form warm relationships with
staff and with one another. Mixed age groups help younger children to learn routines and
expectations. Older children model language, confidence and independence. Children with
special educational needs and/or disabilities are fully included. They join group times,
explore the environment and take part in learning alongside their friends. They make rapid
progress in communication, confidence and physical development.
Children learn to recognise and celebrate their uniqueness. They learn about difference in a
positive way and are proud of who they are and what they can do. They talk openly about
their emotions and show a deep understanding of their feelings. For example, they explain
how their bodies feel when they are worried or scared. They show empathy and support one

Inspector:
Clare Wilkins
About this setting
Unique reference number (URN): 2780829
Address:
South Yorkshire County Scout Council
Hesley Wood Scout Activity Centre, White Lane, Chapeltown
Sheffield
S35 2YH
Type: Childcare on non-domestic premises
Registration date: 21/03/2024
Registered person: Growing Wild Outdoor Nursery Ltd
Register(s): EYR, CCR, VCR
another. Children feel safe and show positive attitudes to learning. Families feel welcome,
for example when they join staff and children for woodland walks or a barbeque. Children
enjoy their learning, develop strong social skills and grow into curious, capable and
independent learners who are very well prepared for the next stage of their learning.
Next steps
Leaders should continue to promote regular punctuality so that fully children benefit from
their learning hours and from even more consistent routines that develop secure habits for
school.
About this inspection
The inspector spoke with leaders, staff, parents and children during the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 16:30
Local authority: Sheffield
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 11 May 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
25
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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