Children at a woodland kindergarten in Devon are making “rapid progress across all areas of the curriculum” and are “extremely happy and settled” in what inspectors describe as an “inspiring and stimulating setting”.
Wildlings Forest Kindergarten, based at Grammarcombe Woods on the Ashcombe Estate near Exeter, has been judged to be operating at a strong standard following an inspection on 5 December 2025. The childcare setting, which is registered on the Early Years Register, caters for children aged two to four and has 16 places a day.
In a glowing assessment of achievement, inspectors found: “Children make rapid progress across all areas of the curriculum, especially in communication and language. Staff work closely with parents to identify starting points and plan next steps. They skilfully support children to develop the knowledge and skills they need for future learning.”
The report continues: “Staff know the key milestones and prepare children effectively for school, particularly in the prime areas. Children grow in confidence and independence, ready to make the most of their skills and interests.”
Inspectors highlighted the personalised support offered to youngsters, stating: “Staff are highly effective in recognising when children need extra help and respond quickly to build resilience and perseverance. Children receive targeted support through small groups or one-to-one sessions when required. This personalised approach ensures that all children overcome barriers and achieve well from their starting points, leaving them well prepared for their next stage of learning.”
Behaviour and attitudes were also praised. “Leaders have been rigorous in establishing a positive environment where everyone has high expectations and always acts in the best interests of the children. Behaviour is good, and children learn the skills they need to become good citizens,” the report states.
It adds: “Relationships between staff and children are warm and respectful, giving children a strong sense of belonging… Clear routines help children feel secure and confident, while collaborative activities teach them how to share and work together. This approach ensures that children develop positive attitudes, respect for others and independence in a calm and supportive setting.”
Safeguarding arrangements were found to be effective, with inspectors concluding that “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.”
The curriculum was described as both ambitious and carefully tailored. “Leaders have high aspirations for the children attending this inspiring and stimulating setting. Staff have developed a bespoke and broad curriculum that is focused on developing children’s resilience, independence and ability to be together.”
Inspectors noted a “sharp focus on developing children’s communication and language skills”, adding: “Staff are skilled at narrating play and supporting children to interact with each other. Children develop a love of books while at the setting. Stories are shared throughout the day and are carefully selected to make links to learning.”
Mathematics is woven through daily activities. “Children develop mathematical language effectively, as staff thread this through many activities. For example, children are encouraged to count how many children are sat at the fire circle and sing number songs. Staff introduce mathematical language, such as ‘tall’ and ‘long’, as children build models together.”
Inclusion was another strength. “Staff know the children well and plan highly effective activities to support their learning. They consistently adapt teaching to meet a wide range of needs and provide sensitive support to promote inclusion and participation.”
Leadership has brought fresh momentum, according to inspectors. “The recent change in leadership has brought a positive and exciting impact to the setting. Leaders are highly passionate about their roles and have high aspirations for every child. They know what they do well and are clear about the areas they want to improve next.”
The report concludes with a vivid picture of daily life for the children: “Children are extremely happy and settled in the care of attentive and nurturing staff at this warm and nurturing kindergarten. Children have established secure attachments with their key persons, who give the children practical and emotional support. This helps children to build trusting bonds with the staff and to consistently feel safe and secure.”
