Apple Montessori School London

Inclusion: Strong standard

The nursery is very inclusive. Leaders and staff consistently work to break down any barriers in children's learning. For example, they closely monitor children's progress from the start. They take swift action to provide targeted support to help narrow any gaps in children's learning. They follow the graduated approach, carefully planning for children's unique needs and identify and review the impact of what they implement on outcomes for children.

Leaders and staff make adaptations to ensure all children can fully participate in activities. Staff break down tasks, supporting children to focus and follow instructions. They use visual signs and provide simple instructions and guidance. They offer small-group speech and language support to help children make consistent progress in their communication . Staff attend suitable training to identify and support children's needs. Leaders and staff work closely with parents to support children in the setting and at home.

Leaders understand how to identify families who may be entitled to additional funding and understand how to help parents access this. Leaders know how to use funding to provide targeted plans to support children's needs.

Curriculum and teaching: Expected standard

Leaders plan a well-designed curriculum that enables all children to progress across all areas of learning. The curriculum is adapted to ensure children with special educational needs and/or disabilities (SEND), and those who face other barriers to learning are well supported, for example, through small focused activities. All children grow in confidence and develop skills in preparation for the next stage of learning.

Leaders continually support staff to deliver the curriculum. Teaching is effective, overall, and staff engage well with children. However, high-quality teaching skills are not yet fully embedded. Not all staff consistently recognise that every interaction with children is an opportunity for further learning. For example, during care routines staff do not always help children learn about what is happening and what comes next to support their understanding.

Staff use assessment to check what children know and build on what they can do. Staff sequence children's learning in mathematics. Babies enjoy early counting with soft bricks. Children learn about size and position while they fit puzzle pieces together. Older children use number rods to count and know which number comes next.

Staff focus on developing children's communication skills. Children are confident speakers. They enjoy stories and looking at books independently. Babies benefit from verbal interactions with staff. Children who speak English as an additional language are well supported, such as through 'Spanish language groups' where children learn key words and phrases.

Children benefit from being physically active. Outdoors, they run around freely and learn skills, such as balancing. Children's personal, social and emotional development is supported well. Children explore their feelings and develop friendships.

Achievement: Strong standard

All children, including children who face any barriers in their learning, quickly develop skills across all areas of learning and make consistent progress from their starting points. Children are confident speakers and they openly express their ideas and ask questions. Babies develop listening skills as they hear stories and songs. They show resilience as they navigate the environment and develop their physical skills.

Children are curious and motivated to learn. They confidently select resources and make choices in their play. They concentrate well and engage in their learning independently and alongside each other. They become engrossed in activities that capture their interest. Babies show resilience as they develop their walking skills. Younger children persevere as they learn to put on clothes. Older children recall what they know and focus as they confidently count out number rods. Children's achievements are recognised at each stage of their development, which helps develop children's confidence and self-esteem. All children are very well prepared for the next stage in their learning, including their eventual move to school.

Behaviour, attitudes and establishing routines: Strong standard

Staff have high expectations for children's behaviour. Staff consider children's age and stage of development and any additional needs a child may have, through setting expectations. Children understand boundaries and are gently reminded of these. Staff give age-appropriate instructions, which children understand. Staff share their expectations with parents, which helps to develop a consistent approach. Children understand the daily routines and consistently follow instructions. Children tidy away resources and know to wash their hands before eating. Children receive lots of praise and encouragement for positive behaviour. This helps to develop their self-esteem.

Children are happy in this homely setting. Children share respectful and trusting relationships with each other and adults. These positive relationships help children to feel secure and very settled in the nursery. Staff are positive role models and help children to quickly learn the importance of being kind and considerate to others. For instance, staff support children very well in managing their own feelings. Children can express their emotions and learn to regulate these, such as having quiet time and cuddling soft toys. Staff have discussions with children to help them learn about feelings.

Leaders explain to families the importance of being punctual and attending regularly to support children's learning.

Children's welfare and wellbeing: Expected standard

Leaders and staff implement effective practices to support children's welfare. The warm and caring environment helps children feel happy and settled. Relationships between staff and children are secure, enabling children to feel relaxed and flourish. An effective key-person system helps children develop close attachments and ensures all children's individual needs are identified and met. Children learn to manage their emotions during stories and talk about their feelings. Staff gently remind them how to play safely.

Children enjoy nutritious food, which is prepared to meet their individual dietary requirements. Overall, staff help children to learn to make healthy choices. Children learn about the benefits of fresh air and exercise during outdoor play. They enjoy physical play, such as ball games, led by a professional rugby player. They plant vegetables and collect wildflowers in the fresh air. Children talk about different foods during role play and enjoy eating together. However, staff do not yet consistently use routines, such as mealtimes, to support children even further. For example, they do not always help children to learn about the benefits of healthy eating and the importance of using good manners.

Children develop independence. They take turns to wash their hands before eating and begin to learn to manage their personal needs. Staff working with babies are attentive to their needs. Regular nappy changing ensures they remain comfortable. Staff complete relevant baby training. This helps ensure babies' sleep arrangements are safe and suitable.

Leadership and governance: Expected standard

The leadership team work well together. They are ambitious and continually work with staff to meet the statutory requirements and improve outcomes for all children. Leaders are responsive to children's needs, particularly those with special educational needs and/or disabilities (SEND) or those who face barriers to learning.

Leaders are reflective and demonstrate a commitment to continuous improvement, such as continuing to enhance staff skills and knowledge. For example, staff attend training around the Montessori approach. This helps enhance learning experiences for children. In addition, staff complete training on babies' care and sleeping arrangements to help protect their welfare. Leaders observe staff in practice to help ensure knowledge from training is being implemented.

Partnership with parents is effective. Parents' and carers' feedback is positive. They value the open communication from leaders and staff and comment their children progress well in the nursery. Leaders work with other agencies to ensure children's needs are quickly identified. This helps to provide a consistent approach to children's care and learning and ensure children's needs are recognised and met.

Staff report that they are well supported and enjoy working in the setting. Leaders ensure staff have manageable workloads and time for planning and assessment. Staff have opportunities for professional development. Leaders provide ongoing coaching and support, which helps staff to develop in their role.