Shepherd Hut Outdoor Day Nursery

Shepherd Hut Outdoor Day Nursery
Unique reference number (URN): 2808651
Address: Peterley Manor Farm, Peterley Lane, Prestwood, Great Missenden, Bucks, HP16 0HH
Type: Childcare on non-domestic premises
Registered with Ofsted: 11/10/2024
Registers: EYR
Registered person: Shepherd's Hut Outdoor Day Nursery Ltd
Inspection report: 27 May 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.

Expected standard
Achievement Expected standard
Children develop skills in communication, concentration, curiosity and generally have high
levels of engagement and motivation in their learning. They work collaboratively and extend
each other's ideas during play. For example, children use their imaginations, pretending that
watering cans are babies as they huddle and chat in their tree-den. They talk to each other
enthusiastically and build relationships and imagination as they play.
Children develop skills that support their next stage of learning, such as building
relationships, communicating with others and developing independence. From a young age,
babies can pick up a spoon and scoop their food. They enjoy the independence of feeding
themselves and show pride in their achievements. Older children develop communication
skills that allow them to work collaboratively with others, such as creating a car track
together.
All children generally make steady progress from their starting points. For example, children
with barriers to learning now sit and join in when listening to stories, as staff use engaging
resources to hold their attention. However, children's identified next steps do not always
ensure that learning is well targeted, so progress is not always rapid.
Behaviour, attitudes and establishing routines Expected standard
Leaders have created a positive environment. Staff develop secure relationships with
children, who feel safe to explore and play in this unique setting. As children watch alpacas
from the fence, staff gently remind them to keep their feet on the floor and not climb up the
fence. Children generally respond positively to reminders of behavioural expectations. Staff
offer praise and encouragement, helping children learn to share, take turns and cooperate
with others during play and daily routines.
Leaders set clear expectations for parents and carers to promote prompt and regular
attendance. They explain the importance of preparing for school and have a clear action
plan for addressing any barriers to attendance. Children transition very well between
activities, and they enjoy each aspect of their day. Staff are responsive and caring, offering
comfort and support. Leaders have introduced strategies to support all children's emotional
and behavioural regulation, including for those with barriers to learning. However, these
approaches are not consistently used by staff. Incidents of poor behaviour are generally
quickly addressed, but incidents are not always seen by staff. While children are always
within sight or hearing, staff's positioning does not always enable them to identify and
respond to incidents consistently. This means that children's understanding of behavioural
expectations and boundaries is not promoted consistently throughout the day.
Children's welfare and wellbeing Expected standard
Leaders and staff work closely with families to support children's individual care needs. Staff
create activities and experiences based on children's interests and make adaptations, so all

children can fully access the curriculum. Children are supported to understand and make
healthy choices and to keep themselves safe. For example, staff remind children of the
safety rules around the fire pit and how to safely climb. Older children remind their family
members of these important rules, while enjoying activities together at home.
Children collaborate very well during play and develop positive relationships with staff and
peers. They build on each other's knowledge to extend a narrative, such as creating and
acting out stories together. Staff use explicit praise regularly to encourage children's
confidence and to celebrate achievements. They encourage manners throughout the day
and typically promote mealtimes as a social time and to develop independence.
Children are typically happy and seek reassurance and comfort from familiar adults when
needed. Staff generally support children as they experience different emotions. Staff support
children's wellbeing and welfare through meaningful interactions and purposeful activities.
For example, children take part in a 'wellbeing circle time' that helps them recognise and
understand different feelings. However, staff do not always quickly recognise when children
are upset as a result of unwanted behaviours, which delays the support they can offer.
Curriculum and teaching Expected standard
Leaders have created a curriculum that typically has clear intentions for children's learning.
Staff consider and make adaptations to activities and the environment so that learning is
accessible for all children. Staff provide experiences that build on children's interests,
knowledge and starting points. They identify areas where children need the most support,
but do not consistently set appropriate next steps to make sure teaching is well targeted to
promote the best possible progress.
Staff prioritise communication and language development through singing and signing.
Babies enthusiastically copy the Makaton actions during engaging story-time sessions.
Older children pretend to go on a bear hunt through a forest. Story times are successful and
meaningful as staff link stories to children's lived experiences, such as discussing places
they have visited or referring to the butterflies that they raised from caterpillars at the setting.
Staff's interactions with children are typically positive. Staff skilfully use discussion,
questioning and modelling to support learning. For example, staff encourage children to
think about healthy eating through conversation, discussing where raspberries grow. They
discuss what they will be having for lunch, and children engage in enjoyable experiences,
pretending to make pasta as staff talk about the ingredients. Staff use mathematical
language continually throughout the day. They model simple language, such as 'more', for
younger babies. For older children, staff use mathematics and related vocabulary as a
powerful means to encourage problem-solving. For example, staff count how many objects
a child has and discuss how to share them out, so everyone in the group could have the
same amount.
Inclusion Expected standard
Leaders have created an inclusive environment where children and their families are warmly
welcomed and generally supported well. Leaders have high expectations for all children,

including those with special educational needs and/or disabilities (SEND) and with other
barriers to learning.
Staff identify emerging needs quickly through observation, assessment and working closely
with external partners and children's families. Once any needs are identified, staff work with
special educational needs coordinators (SENCo) to plan and monitor support and to
introduce strategies, which are generally effective. However, SENCo's recommendations
and suggested strategies are not consistently implemented by all staff to rapidly reduce
gaps in learning and development. For example, where SENCo's suggest a sand timer to
support children with transitions and emotional regulation, staff do not consistently use this
to help children to benefit from it.
Children with SEND and other barriers to learning are typically supported to participate in
daily experiences and activities alongside their peers. Staff make adjustments and
adaptations to accommodate children's varying needs throughout routines, activities and the
environment. This means that children typically make steady progress from their starting
points.
Leadership and governance Expected standard
Leaders have an ambitious vision for the setting. They have created a positive culture where
staff feel valued and supported. Staff are confident to share their ideas for positive changes
and work with leaders to implement these. Leaders provide ongoing guidance, supervision
and training opportunities to support staff in developing their knowledge and practice.
Leaders typically understand the setting's strengths and areas for development and are
committed to continuous improvement. They are reflective and seek feedback to continue to
progress towards the best outcomes for children. Leaders understand that the key priorities
for improvement are to successfully implement their intentions. They are developing ways to
ensure that all staff understand and implement these intentions to provide children with
consistent experiences. Leaders have begun implementing strategies to improve staff's
positioning, such as creating 'zoning'. Although leaders create plans for appropriate actions
and strategies, they are not yet consistently embedded in practice.
Leaders and staff work closely with parents and carers, building partnerships that support
and promote children's welfare and wellbeing effectively. They host events throughout the
year, giving families opportunities to discuss their children's progress and meet other
families. Children visit the local farm shop and engage in unique community activities, such
as visiting the growing Christmas trees, on site.
A breach of requirements has previously led to an incident affecting children's safety.
Leaders have taken appropriate action since this incident to ensure that the requirements
are now met. For example, all staff have completed further training, new gates have been
installed and leaders have introduced revised safety procedures, which staff now follow
consistently.

What it's like to be a child at this setting
Leaders have created a positive environment where children enjoy their learning. They set
clear expectations for parents and carers to promote prompt and regular attendance. They
have action plans in place to support families to reduce any barriers to attendance. This
helps children and their families to prepare for school.
Staff warmly welcome children into the setting with care and a big smile. They show genuine
interest as children arrive for their day. Children happily skip in, ready to start their play.
Leaders and staff know children and their families well. These positive relationships help
children to feel secure, valued and supported within the setting. Children enjoy spending
time with their friends and seek support from familiar adults when needed. Children learn
alongside their peers in a positive, nurturing environment, where there are high levels of
respect for all. For example, children help their friends, such as offering solutions for them to
have a turn with resources.
Children enjoy a broad range of experiences that help them make steady progress across
all areas of learning. For example, they swing in the hammocks to regulate their emotions.
They begin to write recognisable letters on the chalkboard and engage well during small-
group times. Staff skilfully use children's interests and lived experiences to engage them in
learning effectively. For example, children enthusiastically match the insects they find to the
ones in a reference book. Staff make reasonable adaptations to ensure that all children
have access to the same learning and experiences. The support they put in place ensures
that children continue to progress. For example, children who previously used walking aids,
no longer need them as they navigate uneven floors with ease. They can now access the
same experiences as their peers, such as climbing the hay bales.
Children generally develop positive attitudes to learning. They are motivated, and they
sustain concentration during interesting activities, such as manipulating clay, building their
small muscles and control. Staff generally support children to manage their emotions, make
healthy choices and begin to understand their own safety. For example, children respect
each other and use specific, taught words and phrases to remind others to respect them too,
when necessary. They learn important skills that will support them in the next stages of their
education.
Next steps
Leaders should ensure that all staff work with those in inclusion roles to promote
consistency in intentions for children's learning, including for those with special
educational needs and/or disabilities or with other barriers to learning.

Inspector:
Beth Wilson
About this setting
Unique reference number (URN): 2808651
Address:
Peterley Manor Farm
Peterley Lane
Prestwood, Great Missenden
Bucks
HP16 0HH
Type: Childcare on non-domestic premises
Registration date: 11/10/2024
Registered person: Shepherd's Hut Outdoor Day Nursery Ltd
Register(s): EYR
Leaders should ensure that staff plan appropriate next steps for children's learning and
use identified strategies, particularly where children may have barriers to their learning
and engagement, to give support and to promote progress in the areas children need it
the most.
Leaders should ensure practice and procedures are consistently embedded and
understood by all staff, particularly regarding staff's positioning as children play, to make
sure staff can quickly respond to all children within the learning environment.
About this inspection
We carried out this inspection as a result of a risk assessment, following a notification from
the provider. The provider will be able to give parents further information about this.
The inspector spoke with children, parents and carers, staff, leaders, the special educational
needs coordinators and designated safeguarding leads 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 : 08:00 - 17:30
Local authority: Buckinghamshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 27 May 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
43
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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