Little Forest Folk

Little Forest Folk
Unique reference number (URN): EY483521
Address: 19th Wimbledon Scout Hut, Cottenham Park Road, London, SW20 0SX
Type: Childcare on non-domestic premises
Registered with Ofsted: 25/11/2014
Registers: EYR, CCR, VCR
Registered person: Little Forest Folk Ltd
Inspection report: 25 August 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, including those with special educational needs and/or disabilities, make typical
progress from their starting points across the areas of learning. They develop the
knowledge, skills and confidence needed for the next stage of their learning, including for
transitioning to school.
Children become increasingly independent, resilient and confident in themselves. This is
achieved through the varied range of experiences and activities staff provide. Children
develop effective communication, physical and social skills through a range of adult-led
activities. They become familiar with stories, assert their thoughts during discussions and
showcase their ability to recall what they have learned, such as the rules for how to climb
trees safely.
Younger children demonstrate assurance as they begin to navigate their environment. They
are comfortable asking for support, and are beginning to show an awareness of what is
expected of them. Older children proudly share their knowledge with staff. They showcase
their counting skills, discuss their knowledge of the world and spend extended periods of
time engaging in discussions of interest to them.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff establish a calm and consistent environment that allows children to feel
safe and secure during their time at the setting. Staff provide clear guidance before children
play in the forest, making sure they understand what is expected of them. For example, staff
teach children the 'no picking, no licking' rule for protecting themselves and the natural
environment around them. Children generally respond well to this approach, joining in with
activities, playing alongside one another and typically displaying positive attitudes to
learning.
Leaders and staff are positive role models for children. They speak respectfully and warmly
when they respond to children's requests. Children embody this in their own approach to
others, which creates a harmonious atmosphere. Children generally show familiarity with
their daily routine. They adapt well as they engage in different parts of the day due to the
various verbal warnings that staff provide before times of transition are due to take place.
This helps children to participate in the range of experiences available to them.
Leaders and staff understand their responsibility to promote regular attendance. They
develop secure relationships with families and implement robust procedures, allowing
children to benefit from continuity in their learning. When children show signs of upset and
do not want to separate from their parents and carers, the supportive approach that staff
display allows children to feel emotionally secure.

Children's welfare and wellbeing Expected standard
Leaders create an environment where children are happy and settled. Leaders and staff
gather detailed information from parents and carers before children start, and use ongoing
opportunities to maintain open channels of communication. For example, leaders plan
parents' evenings, which happen twice a year, allowing parents the opportunity to discuss
the needs of their children at length with their key person. This collaborative approach
means that children receive consistent support for their welfare and wellbeing, both at home
and in the setting.
Staff are caring and attentive to children's needs. They show a genuine interest and passion
for supporting all children's wellbeing. When children do experience times where they need
help from an adult, staff approach the situation warmly, allowing children to feel safe and
cared for.
Staff encourage all children to spend a lot of time outdoors, where they play, explore and
enjoy the fresh air. Children are encouraged to be independent in their care routines, such
as by washing their hands before meals. The children enjoy a consistently healthy and
nutritious range of meals prepared by the setting. However, staff do not take opportunities to
teach children about the importance of a balanced diet to form healthy habits for the future.
Curriculum and teaching Expected standard
Leaders have developed a broad and balanced curriculum which covers all areas of
learning. At this setting, children spend most of their day learning with staff outdoors in the
woods. Staff make sure that all children, including those with special educational needs
and/or disabilities, benefit from this unique way of learning. Through leaders' clear vision for
the setting, staff deliberately and carefully inspire children to learn while they explore nature.
However, staff do not consistently extend children's learning. While some staff use rich
vocabulary to stretch and challenge children, others simply reinforce what children already
know. For example, when a child approaches a staff member to discuss a bird they see
perched in the trees, the staff member affirms that the child is correct, but does not extend
this conversation further. Consequently, some opportunities to deepen learning are missed.
The learning environment is meticulously planned to provide children with a wide range of
experiences. Staff support children to develop an early understanding of number and
quantity as they play alongside them. Staff sing number songs, which children join in with;
they introduce the concepts of 'bigger' and 'smaller' as children look for sticks, and
encourage children to problem-solve. Older children spend extended periods focused on
painting a cardboard fire engine, showing high levels of concentration and perseverance.
They work collaboratively with each other as they take the time to paint different sides with
staff's support. During storytelling times, leaders and staff read books with expression to
children, fostering an avid love of stories.

Inclusion Expected standard
Leaders and staff know all children well, and they are able to identify challenges that
children may face. They gather information about children's starting points, working closely
with parents and carers to understand children's emerging needs. This allows leaders to
swiftly seek advice from external professionals, allowing each child to thrive during their time
at the setting. Staff teach children about the needs of others, instilling a culture of mutual
respect and understanding.
Leaders typically ensure that targeted plans are put into place for children when required.
They make adaptations and use agreed support strategies to meet the individual needs of
children. For example, children with special educational needs and/or disabilities who
struggle to sit down for meals with larger groups enjoy an 'adventure snack time'. During this
time, they enjoy a meal in another part of the forest with their friends. This supports staff to
actively meet children's emotional needs.
Leaders make effective use of their budget to systematically provide individualised support
for children. For instance, recognising that some children have a strong dislike of certain
foods, they have purchased divided plates to support them at mealtimes. Leaders and staff
recognise that each child is unique and deserves an equally unique experience at the
setting.
Leadership and governance Expected standard
The newly formed leadership team shows an unwavering level of passion for increasing the
positive outcomes for children and staff. They have a broad awareness of the setting's
strengths and areas for development. Through careful analysis and planning, leaders are
beginning to strengthen their impact on the quality of the provision. This is evident through
the recent changes they have made to the support that children receive for their emotional
wellbeing. Children show high levels of emotional resilience, and the setting has a calming
feel. Staff are aware of strategies they can put into place to prevent children's emotional
responses from escalating. Leaders have plans to ensure the continuous development of
the setting.
Staff benefit from leaders who care about their development and wellbeing. Leaders create
a supportive work environment, complete with supervisions, regular check-ins and time
away from the main group for staff to carry out tasks such as planning activities. Staff share
that they feel their health and wellbeing are supported by leaders, who they know they can
approach with any concerns they may have. Staff enjoy working at the setting and receive
continuous opportunities for professional development. Leaders understand that training is
more impactful if it aligns with the interests of staff, so staff play an active role in selecting
the additional training that they take part in. However, leaders do not consistently ensure
that staff interactions extend children's critical thinking skills. This means that children do not
always benefit from interactions that build on what they already know. Leaders are reflective
and have plans in place to further enhance the opportunities they offer children.

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 are happy and settled and thoroughly enjoy attending this welcoming setting. They
confidently navigate the environment around them, and benefit from a broad curriculum that
supports their development. Through play experiences that capture their interests, children
have ample opportunities to learn. They develop positive relationships with friendly staff,
who show an interest in their individual personalities and generally provide meaningful
interactions that support their learning and wellbeing. Children are encouraged to become
independent through daily routines. They serve their own food, create their own play

opportunities and are developing the ability to manage their own feelings. This helps
children prepare for the next stage in their learning.
Children spend the majority of their time at the setting outside. They make choices during
play and are supported well to get dressed into appropriate clothes, meaning that the
weather never dampens their spirits. Children enjoy playing in purposefully adapted areas of
the woods which provide shelter and shade to accommodate changing weather conditions.
They enjoy the variety of experiences on offer at the setting; they especially enjoy engaging
in sensory activities, playing with loose parts and using a pulley to move objects in a basket
through the trees.
Children make progress due to the quality of teaching that staff deliver alongside these
experiences. For example, children happily converse with staff about their recent holidays,
which staff use as an opportunity to support their learning. Staff show interest in children's
lives; they listen and respond to the children. This helps children to develop their confidence
and feel a sense of belonging at the setting. Children are beginning to develop an
understanding of other children through the staff's commitment to teach children about
differing cultures and needs. They celebrate events such as the Holi festival and learn that
some friends have different needs, sometimes requiring time and space away from the
group. This leads to children developing high levels of respect for one another.
Children thrive and remain safe because leaders understand the significance of the earliest
years of children's lives. They work in close partnership with parents to monitor attendance,
maximising the impact that staff have on children's learning and development. They also
ensure that routines within the setting are safe, such as by closely supervising children
when they are eating and sleeping.
Next steps
Leaders should help staff to consistently extend children's critical thinking skills.
Leaders should support staff to improve their teaching of healthy lifestyles, including
healthy food choices.
About this inspection
The inspector spoke with leaders, staff 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.

Inspector:
Brad Flavien
About this setting
Unique reference number (URN): EY483521
Address:
19th Wimbledon Scout Hut
Cottenham Park Road
London
SW20 0SX
Type: Childcare on non-domestic premises
Registration date: 25/11/2014
Registered person: Little Forest Folk Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Merton
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 25 August 2026
Children numbers
Age range of children at the time of inspection
2 to 5
Total number of places
32

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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