The Enchanted Forest Nursery

The Enchanted Forest Nursery
Unique reference number (URN): 2756777
Address: Emmanuel Church, Lofthouse Way, Fleetwood, FY7 6ST
Type: Childcare on non-domestic premises
Registered with Ofsted: 16/10/2023
Registers: EYR
Registered person: The Enchanted Forest Fleetwood LTD
Inspection report: 16 January 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.

Strong standard
Achievement Strong standard
Children thrive in this nursery because they experience warm and responsive care that
helps them to feel secure and valued. A broad range of learning experiences are available
for every child, enabling excellent progress across the curriculum, particularly in their
communication and language skills. Rooms are a hive of activity, and there is a buzz of
curiosity and exploration. This reflects children's enthusiasm and independence as they
confidently make independent choices about what they want to do. Children grow into
confident and capable learners who are well equipped for each stage of their nursery
journey and for starting school. All children, including those who may face additional
barriers, become deeply involved in their learning. They develop essential skills, such as
using cutlery, holding writing tools and operating scissors, over time.
Behaviour, attitudes and establishing routines Strong standard
Children display confidence, enthusiasm and a consistently positive approach to their
learning. They show remarkable curiosity, sustained focus and genuine enjoyment in the
activities that staff provide. Children follow daily routines with ease and respond calmly and
appropriately to guidance. They show impressive resilience when persisting in tasks that at
first appear more difficult. For example, children create ramps for cars to slide down and
work collaboratively to ensure the ramp does not fall. Babies develop a willingness to
attempt new skills. For example, they have opportunities to strengthen their early walking
abilities. Children's smiles and sense of achievement are clearly evident.
Leaders and staff create a nurturing and respectful atmosphere. They act as very positive
role models. Clear and age-appropriate expectations for children's behaviour are embedded
throughout the nursery. This helps children to understand the consequences of their actions
and how they affect others. Mutual respect between staff and children is evident.
Relationships are extremely warm and supportive. Children show that they value
cooperation as they take turns, share and willingly treat others with kindness. Staff monitor
children's attendance closely. They ensure that any emerging concerns are addressed
quickly. This proactive approach helps to maintain children's positive attitudes towards
learning and towards one another.
Curriculum and teaching Strong standard
Leaders have a robust understanding of the quality of the curriculum and teaching. They
ensure that it is carefully designed and consistently implemented. The curriculum is
sequential, well understood and enables children to build securely on their prior learning.
Leaders prioritise children's communication and language, in line with the local authority
focus. They use assessment effectively to check what children know and can do. This
ensures that teaching is responsive and adapted to children's next steps and individual
needs.

Staff support children's language and mathematical development with a clear purpose. They
model language, provide a running commentary during play and use repetition to reinforce
vocabulary. For example, children create pictures while learning about colours, and staff
model precise colour names and descriptive language. Outdoors, children collect sticks and
mud. They watch intently as they mix ingredients together to create a 'reaction', developing
an awareness of new language as they play. Children count and make comparisons to
quantities and size as they build towers and structures. As a result, children are confident
communicators and develop an understanding of early mathematical concepts.
Staff place a high emphasis on children's physical development. Opportunities to support
children's coordination, strength, confidence and positive attitudes to physical activity are
offered in abundance. Likewise, staff place significant importance on supporting children's
personal, social and emotional development. Children play harmoniously together and
develop strong friendships with their peers.
Inclusion Strong standard
Staff identify children's unique needs quickly through baseline assessments, language
screening and detailed analysis of gaps in their development. Leaders monitor children's
progress closely and use assessment information to adapt the provision and plan targeted
interventions. They identify children's barriers to learning and wellbeing quickly. Leaders and
staff recognise that these can be complex and interconnected. A detailed understanding of
each child is used to plan personalised support. For example, leaders have adjusted
session times to accommodate children's individual needs. They also have deployed
additional staff strategically to ensure that all children are able to access the full curriculum.
The environment is carefully planned and accessible. Staff adjust teaching routinely so that
all children can feel fully involved in daily routines and experiences.
High-quality training ensures that consistent strategies are used across the nursery to
promote inclusion. Staff are particularly skilled at applying a graduated approach, as they
assess what children can do, plan what they need to learn next and evaluate learning.
Strong multi-agency partnerships exist to enhance the support for children with more
complex needs and those known to social care. Leaders use funding effectively to make a
clear difference for disadvantaged children. They place a strong emphasis on working in
partnership with families. Well-planned transition arrangements ensure that children move
on to school with clear support plans in place. This promotes continuity of care and has a
positive impact on children's next steps and readiness to learn.
Leadership and governance Strong standard
Leaders have a clear and ambitious vision for what they want children to experience and
achieve during their time at nursery. They foster a culture of genuine care for staff and
families. Leaders create an environment where everyone feels respected, supported and
able to flourish. They maintain high expectations for all and respond promptly and effectively
to any emerging concerns. Leaders' proactive approach drives ongoing improvement. They
give staff's wellbeing high consideration. Leaders promote realistic workloads and show a
strong awareness of individual staff needs. They offer personalised support and ensure that
staff with additional responsibilities are given sufficient time to complete their tasks. Open

Expected standard
communication and thoughtful acts of appreciation contribute to a positive atmosphere
where staff feel motivated and valued.
Leaders are highly responsive to the needs of the community. They have created a
'community hub' and offer an abundance of sessions and informative workshops, welcoming
nursery families and the wider community. These sessions strengthen parents' confidence,
increase engagement and deepen their understanding of how to support children's
development at home.
Staff access high-quality training that enhances their practice. Leaders work closely with
families to ensure their views shape children's care and learning. Parents speak highly of
the nurturing environment and the exceptional progress their children make.
Children's welfare and wellbeing Expected standard
Children experience warm and respectful relationships that nurture their wellbeing and
sense of belonging. This includes those who may face additional barriers to their learning
and development and those with special educational needs and/or disabilities. Staff promote
children's growing independence skills and help children to develop an age-appropriate
understanding of how to keep themselves safe. Key persons understand their roles and
responsibilities well. They build secure attachments with children and families.
Leaders and staff prioritise children's emotional and physical wellbeing. Through continuous
modelling, sensitive conversations and consistent routines, staff guide children to express
their emotions appropriately and develop early self-regulation skills. Children enjoy nutritious
food and drink and benefit from daily outdoor play that supports their strength, balance and
coordination. Sleeping arrangements are thoughtfully organised to reflect children's
individual routines and ensure they rest comfortably and safely. The importance of good oral
hygiene is recognised by leaders, and as a result, they have implemented toothbrushing
initiatives to help children to understand the importance of this as part of a healthy lifestyle.
Leaders and staff typically follow suitable hygiene procedures. For example, they encourage
children to wash their hands before mealtimes. Leaders recognise that there is some scope
to further enhance children's understanding of how to keep themselves healthy.

What it's like to be a child at this setting
Children flourish at this warm and welcoming nursery. Every space, routine and interaction is
shaped with children's happiness, curiosity and development at the heart of everything that
staff do. Children are nurtured through experiences that build their security, confidence and
enjoyment. They are greeted by staff who know them exceptionally well and celebrate who
they are. This helps children to feel instantly safe and ready to explore.
The curriculum is thoughtfully planned so children can build their skills step by step. Staff
make learning fun and meaningful, helping children to grow in confidence as they explore
new ideas. Activities are matched to what children need and enjoy. Babies enjoy calming
massage as part of their daily routine, while older children eagerly head to the construction
room to use real tools. Children attend 'beach school', where they explore the coastline and
learn how to keep themselves safe near water. These experiences deepen children's
understanding of the wider world around them and ensure that they develop essential life
skills for the future. Children achieve well across all areas of learning and are well prepared
for the next stage in their development.
Children are exceptionally happy and settled. Their behaviour is consistently positive
because routines are clear, relationships are trusting and staff are excellent role models.
Children learn to manage their emotions, cooperate with others and celebrate each other's
successes. As such, every child feels valued and confident to try new things. Children with
special educational needs and/or disabilities are well supported. Staff work closely with
families and professionals to tailor experiences so every child can participate. Across the
nursery, children thrive because they are nurtured and inspired and staff extend their
learning. They are becoming capable and enthusiastic learners who believe in themselves
and their ability to achieve.
Next steps
Leaders should enhance daily routines for children to learn how to keep themselves
healthy.
About this inspection
The inspector spoke with leaders, staff, children and parents 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.

Inspector:
Karen Cox
About this setting
Unique reference number (URN): 2756777
Address:
Emmanuel Church
Lofthouse Way
Fleetwood
FY7 6ST
Type: Childcare on non-domestic premises
Registration date: 16/10/2023
Registered person: The Enchanted Forest Fleetwood LTD
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Lancashire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 16 January 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
77

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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