Appledore Montessori

What is it like to attend this early years setting?

Staff are caring and exceptionally dedicated to the well-being of the children. Children happily come into a well-organised, nurturing environment and are eager to start their day. Children form strong bonds with staff. They show they are safe and secure in this welcoming nursery.

Staff know children well and use this knowledge to create a well-planned, sequenced curriculum that embeds the individual interests of all children. This helps to enthuse and enable children to become motivated and independent learners. Children develop a variety of independence skills. Staff encourage them to complete age-appropriate tasks with minimal assistance. They tidy away resources used for activities and know to change into their indoor shoes before entering the classrooms. This prepares children well for the routines of school.

Staff have clear expectations for all children, including those with special educational needs and/or disabilities (SEND). Staff are good role models and consistently promote children's positive behaviour. Staff give children praise for following the rules, such as saying 'good listening' and 'thank you for sharing'. Children receive this praise positively and smile. All children demonstrate positive attitudes to their learning and behave well.

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

• The curriculum for personal, social and emotional development is a strength. For example, during snack time, toddlers are encouraged to pour their own drinks and clear the table when they have finished. In addition, older children prepare their own snacks and wash their face cloths using a washboard in a bowl of warm, soapy water. Consequently, all children build on their previous learning and regularly practise their skills to support their next stage in learning, including school.
• Staff provide plenty of opportunities for children to develop their physical skills. Older children learn to understand how to manage safe risks and develop their core strength as they climb a tree. Younger children strengthen the muscles in their hands by using tweezers to serve themselves slices of banana. This helps children to make good progress in their physical development.
• Children show an eagerness to learn new facts and increase their knowledge. Staff support this by providing real-life experiences for children. For instance, they encourage children to look after plants. Older children impressively recall that plants 'suck up water' to keep hydrated. Furthermore, they know that old leaves need to be removed to help the healthy ones grow. This supports children's understanding of living things and the world around them.
• Children with SEND are supported by staff who are knowledgeable about their needs. Staff are vigilant and alert to any signs of delay. In addition, staff ensure that any additional funding is used to enhance children's progress and outcomes effectively. Leaders and staff work with outside professionals to ensure every child has support tailored towards their individual needs. This supports all children to make good progress from their starting points.
• Generally, staff offer good support for children's learning. During play that children choose for themselves, staff follow children's lead and know when to intervene in order to extend their learning. At these times, they encourage children to recall learning and make connections. However, at times, staff do not consistently extend children's learning during adult-led activities. On occasion, staff build less successfully on what children already know and can do.
• Overall, children's language skills are supported. Older children demonstrate a real love for books as they spend time reading quietly. In addition, toddlers are introduced to new vocabulary, such as 'delicate', as staff describe leaves. However, at times, staff ask children questions but do not always give them enough time to be able to think and respond. This means that, at times, the support for communication and language is less consistent.
• Staff keep parents well informed about their children's day at the nursery, as well as their ongoing progress. They share ways to support their children's learning at home, which complements children's continual progress.
• The setting has a clear focus on staff's well-being. Staff feel part of a team and morale is high. In addition, staff reflect on the provision and work together as a team to make improvements. This includes completing audits of the environment. Consequently, they have plans to create an allotment to help support children's understanding of sustainability. Staff are supported to reflect and strive for continual improvement to provide children with the best possible care and education.

What the setting must and should do next

The provider should:

• support staff to develop their teaching skills even further to consistently enhance and extend children's learning.