Albany Montessori School

What is it like to attend this early years setting?

Children and parents are warmly welcomed as they arrive. They are greeted by friendly staff who help children to settle quickly and engage in a range of enticing activities. Attentive key persons quickly respond to children's emotional needs by offering them cuddles and calming story times. This helps children to develop positive relationships with staff and promotes children's emotional well-being.

Children are curious and keen learners. They make good use of the Montessori resources in the play environment. For example, children build structures using the 'brown stairs' and 'pink tower' blocks together. Staff encourage children to compare the size and shapes of the blocks. This supports children to widen their understanding of mathematical concepts. Children enjoy their time outside. They develop their physical skills as they ride bicycles and scooters up and down ramps. Children show care and consideration for the natural world as they fill up their watering cans to water plants. They say they are 'watering plants to help them grow'.

Children behave well. Younger children follow staff's instructions to roll up and put away their mats independently before moving on from their play. Older children are helpful as they sweep dried rice into piles when classical music begins to play at tidy-up time. Children are learning to share and take turns. Staff are supportive and challenge children to think about how they can resolve their conflicts.

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

• Managers are highly passionate and reflective to provide an inclusive setting that follows a Montessori philosophy curriculum. The organisation of the environment incorporates a Montessori design which allows children to explore a holistic and organic style of play. For example, young children practise using cutlery as they scoop marbles into bowls. Repetition and practice allow children to embed their learning, which they progress in successive activities and challenges.
• Staff's interactions with children are positive and meaningful. They know their key children well and ask parents to complete 'Welcome to my world' information forms before children begin. Staff understand the different range of experiences children have, which they build on. For example, staff recognise the impact of the COVID-19 pandemic on children's interactions outside of the home environment. They quickly identify gaps in children's learning and refer them to outside professionals for additional support. Children with special educational needs and/or disabilities are supported well by staff who sensitively care for their individual needs.
• Children benefit from inspiring staff who teach them to develop a love of stories and singing. Children are engrossed in story times that are skilfully led by staff.
• For example, staff passionately tell the story of Guy Fawkes. Children keenly volunteer to re-enact the story and dress up as guards, King James and Guy Fawkes. They learn new words such as 'parliament' and the 'Tower of London'. This helps children to gain a good understanding of the history of the world in which they live. Children eagerly join in with music sessions. They enjoy singing familiar songs as staff play the guitar. They sing, gently sway and giggle to the songs they sing at different speeds. This gives children time to relax and be calm.
• Overall, teaching is good. Children have some opportunities to learn and practise independence skills, such as washing their hands and putting on their own shoes. However, staff do not always make use of occasions such as mealtimes to further develop children's learning. For example, staff do tasks that children could attempt for themselves, such as chopping up their own fruit and tidying away their lunch boxes. Staff do not always supervise mealtimes effectively to ensure children are only eating their own food.
• Staff feel supported by managers. They are keen to extend their knowledge through training. This helps staff to feel confident in their roles.
• Parents speak highly of the setting and staff. Parents of children who speak English as an additional language say they make good progress in their speech and language development. They appreciate the effective communication methods used to share information.

What the setting must and should do next

The provider should:

• review snack times and mealtimes to ensure children are supervised effectively and to provide more opportunities for children to develop their independence skills.