The Hive Forest School Nursery

Inspection of The Hive Forest School Nursery T H Z Conservation Volunteers, Stave Hill Ecological Park, Timber Pond Road, London SE16 6AX

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

The Hive Forest Nursery School offers children a warm and nurturing start to their day. On arrival, children are greeted by their key person, which fosters secure attachments and helps them settle confidently. The woodland environment is carefully prepared and resourced, with a secure perimeter, clear boundaries and daily risk assessments ensuring children's safety. Covered areas, a tepee for quiet and cosy time and a well-equipped base camp allow children to learn and play in all weathers. Children experience an engaging curriculum rooted in the forest school ethos, making the most of natural resources and the changing seasons. They enjoy activities such as planting, mud kitchen play, tool use, fire building and imaginative role play. Staff encourage exploration and curiosity, for example, during woodland walks and scavenger hunts. Children's care needs are met sensitively, with nappy changing and toileting managed with dignity and respect. Younger children rest in

p.2

The provision is good

the tepee under supervision, while older children show independence in routines such as changing into waterproof clothing.

p.2

The provision is good

Children are supported to recognise and talk about feelings through visual aids, Makaton and emotion cards. Staff model positive interactions and reinforce expectations, helping children become kind, respectful, confident and resilient. Children demonstrate positive behaviour.

p.2

need to do better?

n Leaders provide a purposeful outdoor curriculum that nurtures children's curiosity and independence. Seasonal planning deepens children's understanding of the natural world, while activities, such as tool use, storytelling and creative arts, enhance fine motor, language and early literacy skills. n Staff know their key children well and use observations effectively to plan next steps. New starters quickly form secure attachments through sensory exploration, while older children extend problem-solving and teamwork in role play and forest school challenges. This helps children to make strong progress in their learning and personal development. n Parents praise the warmth of staff and their strong daily communication. This helps parents understand routines and expectations, creating consistency between home and nursery. Children feel secure and supported and make strong progress in key areas. n Staff prioritise children's communication and language. They use sign language,

p.2

need to do better?

commentary and songs to reinforce understanding. Children join in with rhymes and refrains, building confidence and vocabulary. Animated storytelling and rich book provision capture interest, giving children meaningful opportunities to practise speaking. n Leaders ensure staff access training to deepen knowledge of child development.

p.2

need to do better?

2 September 2025 Staff report this training improves how they support key children's progress. They feel valued and well supported, which strengthens staff confidence and consistency in practice, positively impacting children's outcomes. n Staff share in children's enthusiasm and curiosity. For instance, during outdoor play, when children discovered a toad, staff engaged with their excitement while reinforcing safety and kindness. They reminded children not to hold it and explained it was a baby with its mother. This supported children's empathy, respect for nature and self-regulation, while deepening their understanding of the natural world. n Staff actively promote healthy attitudes through gardening, foraging and discussions about nutritious food. They teach children that natural foods support health. At lunchtime, staff monitor packed lunches, support younger children and join in conversations, encouraging social skills. Children learn about healthy

p.2

need to do better?

choices and social etiquette around eating together. n Leaders and staff work with external professionals to support children who may have special educational needs and/or disabilities. This ensures early identification and targeted strategies, helping children make progress from their starting points. However, information sharing with other early years providers is not yet embedded. For example, when children attend another nursery, targets and next steps are not consistently shared. This limits continuity of learning and risks gaps in children's progress across settings. n Staff promote children's independence well through curriculum activities, such as handwashing before meals, and using tools to make elder wood pencils. However, staff do not consistently embed expectations for environmental responsibility across all curriculum areas. During independent play and continuous provision, staff do not regularly reinforce learning about caring for

p.3

need to do better?

resources, such as replacing pen lids or tidying equipment after water play. This means the curriculum does not fully support children to develop independence and responsibility for their environment.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n strengthen partnerships with other settings that children attend to promote continuity in learning n support children to take more responsibility for their environment and resources.

p.3

Setting details

Unique reference number 2819768 Local authority Southwark Inspection number 10414279 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.4

inspection

Total number of places 12 Number of children on roll 24 Name of registered person Just Sow Limited

p.4

reference number

Telephone number 020 3435 6848 Date of previous inspection Not applicable

p.4

Information about this early years setting

The Hive Forest School Nursery registered in December 2024. The nursery employs five members of childcare staff. Of these, two hold qualified teacher status and two hold appropriate early years qualifications at level 3. The nursery is open from 9am to 3.30pm, Monday and Tuesday only. The setting provides funded early education for two-, three-and four-year-old children.

p.4

Inspection activities

n The provider and the inspector completed a learning walk together and discussed the early years foundation stage curriculum on offer. n The inspector spoke with staff at appropriate times during the inspection. n The provider and the inspector carried out a joint observation of an activity. n The inspector held a management meeting with the provider and reviewed relevant evidence to demonstrate the suitability of staff working in the setting. n The inspector spoke to a parents and took account of their views.

p.4

Inspection activities

2 September 2025 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.

p.4

Inspection activities

2 September 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6