Awarded Outstanding by Ofsted 2014

Bus Stop Pre School Bookham Ofsted Outstanding"Children are highly motivated and show great enthusiasm as they play and learn." "Children thrive in this welcoming, vibrant and nurturing pre-school setting."

"Exceedingly good use is made of the outdoor learning environment where staff have established Forest School experiences creating a magical sense of wonder in the play experiences they offer to children. "

LOTC Gold Award 2015

Bus Stop has been awarded a Gold LOTC award for providing "quality educational experiences beyond the classroom walls".

The only pre-school Gold award in Surrey for Learning Outside the Classroom.

Forest Schools

Forest Schools in the woodsOfsted 2012 "Unhurried and relaxed forest school experiences add a magical dimension to childrens learning"

Kate Rice is our Forest School leader. Kate is insured to deliver Forest School sessions.

At Bus Stop we combine the Forest School approach with the Early Years Foundation Stage (DFES 2012). Forest Schools is a method of working outdoors with children, young people and adults focusing on their needs and using the natural environment to promote social and emotional progress (Knight, 2009).

Forest Schools in the woods The Forest Schools ethos was developed in Sweden in the 1950’s as a way of working with children using the outside environment. However it was not until 1995 that this approach to learning was introduced into the United Kingdom by practitioners at Bridgewater College, Somerset, after an exchange visit to Demark. The practitioners were so inspired by what they had seen that they decided to create similar settings in England (Austin, 2008).

In Scandinavia it is said that “there is no such thing as bad weather, only bad clothing” (Farstad, 2005:14) cited in Knight (2009). We agree with this statement and believe children blossom when engaging with their environment whatever the weather.Forest Schools in the local woods

Forest School Sessions at Bus Stop

During a Forest School session children and practitioners walk to and from the woodland site. Once at the woods the children are engaged in child-led/ initiated activities and one to one focused activities which involve learning how to use adult tools and equipment safely.

The children are encouraged to climb trees, create dens using leaves and sticks, use knives and light fires safely and to respect their environment (Lindon, 2007). The sessions are planned to focus on skills, with few time constrains and to encourage sensible risk-taking.