Bee in the Woods Kindergarten Stanmer Park

What is it like to attend this early years setting?

Children thrive in this exceptional woodland setting. As they arrive, children are warmly greeted by the staff. They quickly become captivated by a large variety of rich experiences that have been provided for them. Staff's knowledge of children's development is exceptional. They consider children's unique characteristics and personalities when planning a bespoke curriculum. Staff are highly nurturing and sensitive to all children's needs. For example, for those children who are new to the setting and away from a parent for the first time, staff provide a tactile and loving approach, which strongly meets the emotional needs of children. Consequently, children demonstrate that they feel safe and secure as they show signs of confidence and resilience.

Children's attitudes to learning are consistently positive. They delight in the discussions that they have with both the staff and their friends. Staff encourage children to share their thoughts and opinions and listen to what others have to say. Children show a high level of maturity through their respect of their environment, the natural world and each other. Staff work hard to teach children skills that are essential for future learning and life. Children learn why it is important to take turns, work collaboratively and how to be a friend.

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

• The leadership and staff team are passionate in their roles. They are committed to early education and create an ambitious and sequential curriculum that is embedded across all areas of learning. They support children to ask questions and be curious in their play. Staff have high expectations for children's achievements and show confidence in what they want children to be learning next and the reasons why. Staff believe that rapid learning comes from happy children, who develop a sense of belonging in their learning environment.
• The staff team is highly qualified and continues to engage in ongoing training. This equips them to deliver targeted interventions that promote each child's learning. Staff develop the expertise they need to accommodate children's individual needs. For example, staff use positive reinforcement and visual prompts to support children's understanding of behaviour. This consistent and fully inclusive approach enables all children to make positive progress.
• A strength of the setting is how staff view children as equal participants in discussion and when planning activities. They are experts at supporting children to use their own problem-solving skills and lead their own learning. For example, staff use large, shared documents in which children record their own ideas and learning through marks, drawings and writing. This approach allows children to reflect on previous experiences and to plan new ones.
• Children are consistently supported to develop a varied and rich vocabulary. Staff introduce new words to describe mathematical concepts. Children learn about weight and volume as they measure materials on a weighing scale. Staff are experts at posing questions and supporting children's autonomy. They give children plenty of time to offer their thoughts and do not interfere in children's play.
• Story times are purposeful and magical. Staff bring books to life through interaction, movement, puppets and melody. Children are captivated listening to a story about owls who are waiting for their mother to return. Staff use these times to deliver a meaningful message. For example, young children find a connection and comfort knowing that 'mummy will be back soon.' Books are well used throughout the setting as children use them for developing their writing skills or own research.
• Staff ensure that all children have access to an exemplary environment, which supports children's physical skills. Children engage in acceptable risks as they climb trees, negotiate obstacles and swing in hammocks. They develop their small-hand muscles as they are taught to use tools to create sculptures, which they can take home. Staff and children engage in discussions about healthy eating and what foods give 'energy'. Children are exceptionally well behaved and have a mature understanding of the rules and boundaries. At group time, they proudly reiterate the rules of 'no licking, no picking' to keep both themselves and others safe.