Honeybees Pre-School

What is it like to attend this early years setting?

Staff are extremely committed to delivering a highly ambitious curriculum. They have a shared vision and strive for all children to have the best start in life. They expertly plan high quality, stimulating learning experiences. As a result, all children, including those who are disadvantaged, make excellent progress in their learning and development. Children are consistently, deeply engaged in their play. They concentrate intently as they practise and master skills, such as using scissors. Children have access to an array of mark-making experiences. For instance, in the outside area they use chalk to draw on trees, while inside they use rollers and big paintbrushes to create large scale art. This supports children to develop the small hand muscles they need for early writing.

Children's personal, social and emotional development is at the core of the curriculum. Staff nurture children's personalities and value each child as a unique and individual being. They provide exemplary support for children's emotional well-being. For example, they use 'feelings puppets' to help children work through any challenges that they experience. As a result, children develop an excellent understanding of their feelings and emotions. Children are exceptionally confident and form very secure attachments to the encouraging staff team. They greatly benefit from a range of outings, such as pond dipping in the local stream, trips by train and visiting the nearby allotment.

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

• Staff are very well qualified and bring a range of experience to the team. Leaders ensure that staff receive targeted and high-quality professional development. This helps to extend their knowledge and skills even further. Staff reflect upon their training and use their skills to positively impact the setting. For example, staff attended training on children's attachments, leading to them amending their settling-in process. As a result, newer children settle in extremely well.
• Partnerships with parents are outstanding. Staff and leaders go above and beyond to include parents in children's learning. For example, they hold regular open evenings for parents to come into the setting to learn about topics such as positive behaviour management and how to support their child's learning at home. Feedback from all parents is exceedingly positive. They praise the 'passionate' team and describe their children as 'flourishing'.
• Children are extremely independent in all that they do. For instance, during snack time. they pour their milk and spread toppings on their toast. Children put on their coats and shoes as they prepare to go outside. They demonstrate a strong sense of pride in their achievements which are celebrated by staff.
• Staff value the diversity of the local community. They embrace every opportunity to teach children about people in the world around them. For example, they welcome parents in to talk about their own cultures and traditions. In addition, staff invite local elderly residents in to share stories and puzzles with the children. Staff ensure that the resources they provide reflect the diversity of the children attending. This leads to children feeling a strong sense of belonging.
• Children's home languages are celebrated. For example, staff display pictures of children and the languages they speak. They learn keywords in children's home languages and use them regularly. Staff skilfully use every opportunity to support children's language development. They adapt their interactions according to the needs of the individual child. Subsequently, children make very good progress and become confident communicators.
• Children delight in the array of stimulating learning experiences that are precisely planned to support their development. They develop excellent physical skills, as they climb carefully on wooden structures. Children confidently overcome challenges, adapting their approach to ensure that they climb safely. They are encouraged to take managed risks in their play.
• The delightful outside area provides plenty of opportunities for children to access learning experiences across the whole curriculum. For example, children seek and find small, coloured bears in the woodland area. They count and sort the bears into groups, taking turns with their peers. Staff promote children's mathematical development exceptionally well. For instance, as children experiment using glue to stick interesting objects to a large wooden board, staff use language relating to size and positions to challenge children's thinking.
• Children form close friendships with their peers and develop brilliant social skills. They are exceptionally kind and clearly enjoy each others company. For example, to begin their yoga session each child shares how they are feeling and why. Children say, 'I am happy because my friend is here'. They listen respectfully to each other. Staff promote discussion around feelings, which helps children to understand emotions and express themselves.