Apple Tree Montessori Nursery School

What is it like to attend this early years setting?

Babies and children are very happy and settled in this homely, family-orientated nursery. Staff are especially kind and caring and very attentive to children's needs. Children demonstrate how secure they feel as they look to staff for reassurance when needed, and they are are quickly comforted. Staff know the children particularly well and plan for their individual likes, interests and preferences. Activities have clear purpose and are based on what staff know children will enjoy.

Children become confident, independent learners as staff encourage children's natural curiosity and desire to explore from a young age. For example, babies and children confidently gaze at the stick insects and are fascinated to hold them and discuss why the insects have shed their skin. Staff actively encourage this positive interest in learning and invite children to ask questions and find out more.

Children behave well as staff are positive role models. Staff teach older children how to behave responsibly around the babies and younger children. This is reflected in the older children's actions and acts of kindness as they show care and sensitivity to their younger friends. This results in a very happy, relaxed atmosphere where every child is valued and included.

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

• Leaders work hard to establish high quality provision. The nursery manager supports her team well and staff report how valued they feel. Staff demonstrate a shared commitment towards keeping children safe and promoting children's learning. The promotion of professional development is good. Leaders encourage staff to attend specialist training in areas they are particularly interested in. For instance, some staff have developed their understanding of how to support children with additional learning needs.
• Teaching is consistently good. Staff are very observant and allow children to take the lead in their learning. From a young age, children develop independence and confidence to try new things. For example, toddlers know how to safely negotiate the slide and make the tricycle move as they watch older children do this. Staff are close by to offer assistance if needed. Younger children show determination and a very positive 'can-do' attitude to succeed. They show pride when they manage simple tasks for themselves, and this helps to promote positive self-esteem.
• The nursery curriculum offers clear progression for babies, toddlers and older children. Staff structure learning appropriately. They allow children time to build on their knowledge, deepen their understanding and practise new skills. For instance, staff use practical activities to help children develop a range of skills. During number rhymes, children confidently count back from 10. They show good knowledge of number value as they take one away each time during the song 'Ten Fat Sausages'. Babies learn to form simple words and staff are responsive to their emerging language and non-verbal gestures.
• Overall, the daily routine is planned well around children's needs. There is a very homely environment and staff follow each child's care routine. Mealtimes and snack times are used as positive learning experiences. Children have time to practise new skills, such as pouring their own drinks, choosing their own snacks and serving their food. However, very occasionally, the routine is not always organised as smoothly. When children get ready to go outside, the routine is chaotic and the younger children wait for long periods, which leads to them becoming slightly unsettled.
• Staff make full use of the local area to broaden children's experiences. For instance, children regularly visit a care home. They take part in activities and develop empathy and respect for the residents they form relationships with.
• The promotion of children's literacy awareness at nursery is good. Children listen attentively and enjoy stories being read to them. Staff regularly take children to the local library where they enjoy choosing books and sharing them together. However, staff have not yet fully considered how they can support parents to extend children's interest in books at home.
• The provision for all children is good. Staff quickly identify if any child needs extra help with their learning and work closely with parents and other professionals, if needed. The linguistic background of every child is respected and acknowledged. Staff value every child's unique qualities and actively encourage children to use their home languages at nursery in their play and during conversations with staff.

What the setting must and should do next

The provider should:

• review and improve the organisation of the daily routine, particularly transition times, so that babies and children remain positively engaged in purposeful learning experiences
• strengthen the links with parents to help them support children's interests in literacy at home.