Beatle Woods

What is it like to attend this early years setting?

The nursery provides a safe and stimulating outdoor environment, where children can explore and appreciate the natural beauty and diversity of their surroundings. Staff welcome all children and their parents warmly and with excitement. Children start their day choosing various resources and activities they want to engage with. Staff empower children to express their ideas and make choices in their own learning. Children determine when they feel hungry and choose when to eat. They recognise when they feel tired and gently swing in hammocks until they fall asleep.

Staff are always present to supervise children, facilitating and extending their learning opportunities. Consequently, children take an active role in their learning. They actively engage in their chosen activities and become immersed in their play. For example, children swing in hammocks, singing 'Row, row, row your boat' rhymes, lie on wooden planks and excitedly read stories in a 'boat'.

Staff are exceptionally well trained to recognise children's interests and they use their excellent skills to enhance children's knowledge and abilities further. They praise children, seizing small moments to build their confidence and character. For example, staff highlight how well children use their muscles while swinging, explaining the physical effects on their bodies and which muscles are being used.

What does the early years setting do well and what does it need to do better?

• The curriculum is exceptionally well structured and based on each child's interests and knowledge. It aligns seamlessly with the early years foundation stage goals, while strongly emphasising each child's unique needs, engagement and empowerment. The teaching methods foster a nurturing and vibrant learning environment and allow children to thrive and make exceptional progress in all areas of their learning.
• Ongoing assessments are designed to accommodate each child's specific needs and identify potential learning gaps for timely intervention. Staff develop individualised plans for children where needed. They work closely in partnership with parents to implement effective strategies that enhance children's confidence in this unique environment. As a result, all children make remarkable progress.
• Children acquire mathematical concepts highly effectively and effortlessly through practical application. For example, children construct dens using tyres and estimate the number needed to match their height. They count the number of tyres and discuss the accuracy of their estimates. On reflection, they identify the need for additional tyres, correctly working out that if they add nine and three they will need 12 altogether.
• Staff introduce advanced vocabulary effectively. Children are given time to process information from books and meaningful conversations. For example, staff discuss with children about a baby's bib and its purpose during story sessions, enhancing children's communication skills and understanding.
• The supervision of children and the staff's knowledge of children's abilities are commendable. Children take calculated risks and understand the reasons behind the rules they learn. They display excellent manners and support each other, which helps them build their sense of responsibility, respect and autonomy. Staff actively promote the development of critical life skills. For example, children learn how to climb tall cable rails and land safely on their feet as they jump off. Others navigate along two parallel ropes, which teaches them to balance skilfully and strengthens their core muscles.
• The nursery leaders empower staff to follow children's interests and provide children with the autonomy to make choices and lead their own learning. Staff are deeply committed to their work and are genuinely passionate about having a positive impact on children's education. Leaders carry out planned and spontaneous supervision sessions, which are prompted by the individual needs of staff and children. These provide a highly effective and supportive approach, which allows staff time to reflect, discuss training and promptly address concerns.
• Parents express immense gratitude for the nursery's impact on their children's education and development. They feel a strong sense of partnership and appreciation for the care their children receive. Many have noticed significant boosts in their children's confidence and progress. Parents of children with special educational needs and/or disabilities (SEND) highlight their children's transformative progress, emphasising how the dedicated staff and tailored support have enabled their children to thrive in ways that were previously unachievable.