Acorn Montessori School

Inclusion: Strong standard

Leaders have established a strong culture of inclusion where every child's needs are recognised, valued and acted upon. From the earliest stages, staff identify and support children's starting points with care and precision, ensuring that those with special educational needs and/or disabilities, disadvantaged children, and those known to social care receive tailored support. Children benefit from a graduated approach, receiving the right level of support at the right time. Leaders and staff work closely with families and external professionals, using ongoing observation to make thoughtful adaptations, such as specific equipment or adjustments to routines, reducing barriers to participation and promoting wellbeing.

Additional funding is used strategically, supporting individuals while benefiting groups where possible. For example, leaders purchase equipment to aid children with physical challenges or introduce props during circle time to maintain engagement for all. The setting operates on a 1-to-4 ratio, with 1-to-1 support available when needed. Leaders monitor the impact of funding carefully, reviewing outcomes to ensure resources make a measurable difference.

Leaders have created strong partnerships with families, valuing their input and cultures, ensuring they are active participants in shaping support. Progress is tracked rigorously, and adjustments are refined to sustain improvement. As a result, children feel included, achieve well and thrive in a community that celebrates their uniqueness.

Curriculum and teaching: Strong standard

Leaders have designed a curriculum that is ambitious, creative and highly responsive to children's needs. Staff put their heart and soul into teaching, creating original songs that connect learning to children's interests. For example, during the nativity, songs were written to link the story to children's prior knowledge, making learning joyful, memorable and purposeful. Leaders have developed a bespoke phonics programme that is carefully sequenced, building secure foundations in early reading.

Communication and language are prioritised through language-rich interactions. Staff model ambitious vocabulary and give children time to practise and embed new words. Children who speak English as an additional language receive tailored support. Staff learn key words, phrases and songs in children's home languages so that children feel valued and confident while strengthening their ability to communicate effectively. Mathematics is explicitly woven throughout the day, with inspiring practitioners taking every opportunity to incorporate mathematical language and concepts into every activity. As a result, children are aware that number has value. For instance, they see the number 14 and state, 'That's my birthday!'

Practitioners quickly identify any gaps in learning, using assessment to adapt teaching to individual needs. Where needed, leaders seek support from external agencies to provide specialist input, reducing barriers to learning. Staff make reasonable adjustments so all children can participate fully, including those who are disadvantaged or have special educational needs and/or disabilities. Due to the supportive leaders with inspiring vision, and the implementation from a caring, supportive staffing team, the curriculum is broad, balanced and sequenced to give every child the knowledge and skills they need for future learning and wellbeing.

Achievement: Strong standard

Children achieve consistently well across the carefully sequenced curriculum delivered through effective teaching. From the earliest stages, communication and language are prioritised, with children confidently using ambitious vocabulary throughout their day. Children build strong relationships with peers and mirror positive language in their interactions, strengthening these relationships. For example, children work together to complete a puzzle and give each other praise and encouragement along the way.

Physical development improves continuously through a well-planned programme that builds on what children already know and can do. Children recognise letters and delight in making connections, such as spotting letters in their own names. They explore numbers with confidence, understanding that each has value and meaning. These experiences help children develop secure knowledge and skills needed for later success.

Children who speak English as an additional language are supported to develop their communication skills through the use of familiar words and songs from home languages. This inclusive approach enables all children, including those who are disadvantaged or have special educational needs and/or disabilities, to make rapid progress. Across all areas of learning, children develop independence, confidence and resilience. As a result, children are well prepared for their next stage of learning, entering school with secure knowledge, skills and a positive attitude to learning.

Behaviour, attitudes and establishing routines: Expected standard

Children thrive in a setting where behaviour, attitudes and routines are typically promoted very well. Leaders have established a positive environment built on kindness, care and respect, and children respond confidently to the clear expectations in place. Staff relationships with children are warm and supportive, enabling them to collaborate, share and build positive friendships. Routines are set out for children and typically followed, providing children with a strong sense of security and structure. However, on occasions, staff do not consistently apply agreed routines and boundaries, which can limit children's secure understanding of expectations.

Leaders promote attendance and punctuality. They work closely with families, reinforcing expectations and offering support where barriers arise, ensuring disadvantaged children, those with special educational needs and/or disabilities, and those known to social care are supported to maintain routines. Staff adapt approaches thoughtfully to meet children's age, stage of development and individual needs, ensuring all children flourish. As a result, children demonstrate positive attitudes to learning, confidence in their environment, and a strong sense of belonging.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are promoted consistently through thoughtful care practices and a culture that values every child's uniqueness. Staff create secure and responsive relationships with children that ensure individual needs are met, with disadvantaged children, those with special educational needs and disabilities, and those known to social care receiving specific support that enables them to thrive.

Leaders enrich children's experiences by embedding opportunities that broaden their opportunities and strengthen their sense of belonging. Weekly computer lessons help children develop digital awareness and understand how to stay safe online. 'French Fridays' introduce language and culture in a playful way, supporting communication and confidence. Parents and the wider community are actively involved. For example, families who celebrate the 4th of July share food and symbols of America, turning cultural traditions into meaningful learning points. Similarly, parents who are firefighters bring their fire engine to the setting, giving children hands-on experiences when exploring the topic of 'People Who Help Us'.

Information-sharing with parents is consistent and effective, ensuring families feel valued and informed about their child's progress and wellbeing. Children are supported to recognise and manage their emotions, develop healthy routines and understand personal safety. As a result, they flourish in an inclusive environment that prioritises kindness, health and emotional security.

Leadership and governance: Strong standard

Leaders demonstrate a strong commitment to meeting the statutory requirements of the early years foundation stage and to improving the lives of all children. They have a clear understanding of the setting's strengths and act decisively to address areas identified for improvement. Leaders take a systematic approach to ongoing development, reviewing the setting regularly and seeking ways to enhance practice and provision. Decisions are consistently made in the best interests of children, particularly those who are disadvantaged, have special educational needs and/or disabilities, are known to social care, or face other barriers to learning and wellbeing.

Professional development for all staff is prioritised. Staff benefit from high-quality training that enhances their practice and supports effective curriculum delivery. After training sessions, staff share their learning with colleagues, supporting consistent implementation. Leaders are mindful of staff workload and wellbeing, making thoughtful adjustments that sustain morale and enable practitioners to focus on children's care and education.

Partnerships with families and external agencies are strong, ensuring children receive coordinated support that reduces barriers and promotes inclusion. Information is shared effectively, and parents feel valued as partners in their child's learning journey. Leadership stability supports strong staff retention and consistency for children. As a result, children thrive in a setting where high-quality education and care support them to achieve their individual potential.