The Beehive Wooden Hill

The Beehive Wooden Hill

Unique reference number (URN): 2826074 Address: Wooden Hill Cp & Nursery School, Staplehurst, BRACKNELL, Berkshire, RG12 8DB Type: Childcare on non-domestic premises Registered with Ofsted: 08/01/2025 Registers: EYR, CCR, VCR Registered person: The Beehive (Wokingham) Limited

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Safeguarding standards met

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.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have a thorough understanding of the needs of the local community, including the families and children they serve. They use this knowledge very well to provide appealing resources and stimulating activities that capture children's interests. Staff consistently use positive praise and encouragement to reinforce high expectations for behaviour. As a result, children show that they rarely require reminders, as routines, safety rules and boundaries are deeply embedded in daily practice. Children are consistently polite, respectful and extremely well mannered. For example, in the play bus, older children readily help younger ones find toy ducks hidden in the ball pools, as they want them to experience success and share in their excitement. Children's play is underpinned by kindness, collaboration and consideration for others.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff know every child extremely well and recognise the individual support children may require to regulate their emotions after the school day. Children choose from a range of thoughtful opportunities, which enable them to unwind in ways that best suit their needs. For example, some children choose to relax in cosy, inviting spaces for quiet reflection, while others seek reassurance from familiar staff who read stories with them. This sensitive approach helps children feel secure and ready to engage in play.

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Behaviour, attitudes and establishing routines Strong standard

Leaders establish robust procedures to promote children's safety through effective attendance monitoring. For instance, if a child does not arrive as expected, staff respond promptly by checking their whereabouts with parents and carers and school staff.

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Children's welfare and wellbeing Strong standard

Leaders and staff place children firmly at the heart of everything they do. They create an incredibly welcoming and inclusive environment where children develop a solid sense of belonging. Activities are thoughtfully planned to reflect children's individual interests, with staff drawing on their knowledge of children's preferences from previous sessions. Children of all ages, including those who face barriers to their development, speak enthusiastically about their club experience and the lasting friendships they make. They eagerly anticipate attending the club, explaining that they would like to come every day because there is 'so much for everyone to do'.

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Children's welfare and wellbeing Strong standard

Well-established routines help children feel secure and confident as they move through the session. Staff adapt their communication skilfully to suit children's individual personalities and needs. This ensures every child feels valued, understood and fully included.

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Children's welfare and wellbeing Strong standard

Mealtimes are relaxed, sociable occasions that children thoroughly enjoy. They independently select nutritious fillings, fruit and vegetables to prepare their wraps and sandwiches, promoting healthy eating habits. Staff use these moments purposefully to extend children's thinking around food and healthy lifestyles. Conversations about where fruit and vegetables come from naturally develop into discussions about growing produce, with staff sharing their own experiences of cultivating melons and cherry tomatoes at home. When children express an interest in growing these at the club, staff respond enthusiastically, exploring the practicalities with leaders. They consistently build on children's ideas through meaningful discussions about the importance of exercise, rest and staying hydrated. This makes children feel listened to and respected while developing a firm understanding of the choices that contribute to healthy, active lifestyles.

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Inclusion Strong standard

Leaders develop highly effective processes where they promptly gather important information about children's individual needs ahead of starting the club. This ensures that all staff make appropriate adjustments where necessary, especially for those children with special educational needs and/or disabilities (SEND) and those who face other barriers to their development. In this way, the correct support is in place from the very beginning.

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Inclusion Strong standard

Leaders and staff are highly attuned to children's different needs, including those who require additional emotional support to regulate their feelings after the school day. Different groups of children, including those who face barriers to their wellbeing, benefit highly from staff's secure understanding of the strategies needed to support them to feel secure and valued. Through targeted early years training and SEND training, staff are equipped to identify emerging concerns promptly and respond effectively to meet their individual care and developmental needs.

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Inclusion Strong standard

Staff work in close partnership with parents and carers and class teachers to ensure children with SEND receive consistent, well-coordinated support. They regularly share information, develop collaborative support plans and review these to reflect children's changing needs. This means children consistently benefit from a cohesive approach that promotes their engagement and continued development.

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Inclusion Strong standard

The club has a deeply inclusive ethos, with leaders and staff who actively seek and value the views of children, club staff and parents to continually enhance the provision. For example, they introduced the company's double-decker play bus to give children, several of whom may not otherwise have access to such opportunities, exciting and memorable experiences that successfully broaden their play and significantly enrich their time at the club.

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Leadership and governance Strong standard

Leaders are passionate, dedicated and strategic in their approach. They maintain a clear focus on delivering consistently high-quality childcare while continually promoting all children's welfare and wellbeing. This commitment is mirrored throughout the staff team, who speak positively about their roles, commenting, 'It is a pleasure to care for these children.' Leaders provide meaningful staff supervisions, which encourage reflection and identify relevant professional development opportunities. Staff benefit from a well-planned programme of annual and ongoing training, describing it as highly informative and impactful, particularly training in behaviour management. Leaders prioritise staff's wellbeing and support them to reduce workloads, which creates a positive, knowledgeable and cohesive team.

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Leadership and governance Strong standard

Leaders embed a solid culture of professionalism, where staff continually reflect on and enhance the experiences they offer children. For example, they introduce exciting opportunities, such as access to the company-owned play bus, to further enrich children's play and enjoyment. Leaders and staff liaise with other professionals, including school teachers, to gain a thorough understanding of each child's day at school. This enables them to provide consistent, responsive support that promotes children's emotional wellbeing and continuity of care at the club.

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Leadership and governance Strong standard

Leaders and staff build purposeful, trusting partnerships with parents and carers. They work collaboratively to meet children's individual care needs and are quick to identify those who may face barriers to their development. Leaders also develop secure partnerships with external professionals, including local authority advisers, to ensure effective communication and coordinated support, helping children to flourish and make the most of their time at the club.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children flourish immensely at this vibrant, inclusive club. They arrive from their classrooms with great excitement, eager to engage in the wide range of appealing activities available to them. Children greet staff happily and confidently share news about their day at school. It is clearly evident that children feel extremely safe, valued and settled.

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What it's like to be a child at this setting

Thoughtfully planned activities reflect children's evolving interests, alongside seasonal events and celebrations. For example, during a World Cup football theme, children decorate and successfully identify the flags from different countries and talk confidently with staff and their friends about their own cultures and home languages. These meaningful conversations deepen children's understanding of diversity and promote respect for one another. Children also explore new skills, such as learning rules to play chess, which has become a firm favourite and encourages strategic thinking, concentration and cooperation.

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What it's like to be a child at this setting

Children benefit from enrichment experiences that go beyond the everyday provision and significantly enhance their time at the club. They eagerly anticipate opportunities to explore the company's double-decker play bus. Before entering, children listen attentively to the safety instructions and follow them with complete confidence. They immerse themselves into the experience as they go up and down slides, jump into ball pools, crawl through tunnels and balance on beams. These unique opportunities considerably broaden children's play opportunities and create lasting memories, particularly for those who may not have had access to such opportunities before.

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What it's like to be a child at this setting

Children of all ages, including those who face barriers to their development, participate fully and enthusiastically in all aspects of club life. They receive highly effective, tailored support that reflects each child's individual needs from leaders and staff who know each child very well. This is further enhanced by the ongoing communication between club staff, parents and carers and school staff, ensuring they all apply consistent strategies to benefit these children. This highly collaborative approach helps all children feel secure, promotes their wellbeing and enables them to thrive socially and emotionally.

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Next steps

Leaders should continue their highly successful work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the experiences of disadvantaged children, those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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Address:

Wooden Hill Cp & Nursery School Staplehurst BRACKNELL Berkshire RG12 8DB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Beehive (Wokingham) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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About this inspection

The inspector spoke with leaders, staff members, parents and children during the inspection.

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About this inspection

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. This data is from 6 July 2026

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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