Arborfield Village Montessori Nursery

Inclusion: Expected standard

Leaders ensure that information gathered from parents, regular observations and assessments are used effectively to establish children's starting points. Ongoing assessments identify where there may be gaps in children's development, and staff use this information to plan appropriate support.

Staff have a secure understanding of how and where to access additional support for children and their families. They work closely with outside agencies and understand the valuable role these agencies play in advising and supporting families to ensure that children receive timely and coordinated support. Partnerships with parents, and other professionals, ensure consistency for children, reducing barriers to learning and helping children to make progress at a developmentally appropriate pace.

Staff adapt their approach and use a range of strategies to help children achieve to the best of their ability. They share this information with parents so the support can be continued at home. This provides consistency for children and enables them to make continuous progress in their development. Staff understand who is eligible for additional funding and how this can be used to benefit children's learning and progress.

Curriculum and teaching: Expected standard

The curriculum is well designed and thoughtfully sequenced. The provider carefully considers the opportunities and new experiences that will enhance children's learning and development. This ensures that children access a broad and ambitious curriculum that meets all areas of the early years foundation stage. Staff plan a wide range of activities based on their observations and assessment of children to support learning. However, at times, they are not fully clear about the intent of these activities or what specific learning they want children to gain from them. During these times, children do not build on specific developmental needs.

There is strong support for children's communication and language development. Staff use carefully considered questioning to encourage children to think, recall previous learning and extend their understanding. Staff give children time to process and respond, which further strengthens their communication skills. In addition, children who speak English as an additional language are supported effectively to develop their English skills. Staff use a range of strategies, such as incorporating key words from the child's home language alongside English, to strengthen understanding and communication.

Mathematics is embedded well throughout the curriculum and is a particular strength of the setting. Children benefit from many opportunities to problem-solve, explore number and shape and challenge their thinking. Staff skilfully give children the time and space they need to work things out independently. Staff plan activities for children to develop an understanding of the world around them. They learn about other cultures, beliefs and celebrations, helping them to appreciate diversity and understand what makes themselves and others unique.

Opportunities for outdoor learning are used effectively to support children's physical development. Staff recognise the importance of fresh air and providing opportunities for children to be physically active. They plan a range of activities both outdoors and indoors, such as dance and physical play. Staff know the children very well and build strong, nurturing relationships with them.

Achievement: Strong standard

Children make consistently strong progress and achieve above the levels expected for their age and stage of development. Activities are purposeful and provide children with age-appropriate learning experiences that support children's ongoing development effectively. Children's learning is skilfully supported, enabling them to embed new skills securely and build on what they already know. As a result, they demonstrate high levels of confidence and are well prepared for the next stage in their learning. Staff use praise and positive reinforcement effectively to promote children's self-esteem. This encourages children to develop a determined and enthusiastic approach to their learning. Consequently, children become independent, motivated learners who achieve exceptionally well. This includes children with special educational needs and/or disabilities and children who speak English as an additional language.

Behaviour, attitudes and establishing routines: Expected standard

Staff build secure and trusting relationships with children, who they know well. As a result, children feel safe, confident and ready to learn. Staff use positive reinforcement and regular praise, so children understand what is expected of them and behave well. Children play well alongside one another and are beginning to develop positive social skills. However, staff do not always recognise moments when stepping back would enable children to build their peer relationships further.

Staff act as strong role models. They consistently encourage the use of good manners, and children understand hygiene routines, such as handwashing. Staff take into account children's individual stages of development and unique needs when giving instructions or support, ensuring that expectations are realistic and age-appropriate. The provider works well with parents to help them understand the importance of regular attendance and its impact on children's progress. This supports children to have regular routines that build their emotional security, learning and development from an early age.

Children's welfare and wellbeing: Strong standard

Children's care needs are met well. The key-person system is highly effective, and staff have a secure understanding of each child's needs. This enables them to provide consistent support that helps children feel safe and settled. Staff consider, and meet, children's individual needs and understanding, such as children with special educational needs and/or disabilities and children who speak English as an additional language, and adapt their approach and interactions to meet the child's needs.

Children learn how to keep themselves safe, both online and when out in the community. The provider has risk assessments in place to ensure that children are kept safe when exploring the local area. Staff use these opportunities to help children develop an age-appropriate awareness of potential risks and how to manage them. Routines are embedded, and children know what is expected of them.

Children are supported to develop an understanding of how to keep themselves healthy through exercise and a healthy diet. They learn about the people in the community who help us. For example, visits from the police and firefighters help children understand the vital role they play in the community. In addition, they learn about fire safety and how to keep themselves safe, for example, if approached by a stranger. Staff support children to understand and manage their emotions effectively, helping them build resilience and secure personal and social skills.

Leadership and governance: Expected standard

The passionate and enthusiastic leaders demonstrate a strong commitment to delivering high-quality care and education. They have clear oversight of the setting and an accurate understanding of its strengths and areas for development. This reflective practice contributes positively to continuous improvement.

Staff are well supported and valued in their roles. This is evident in the positive, nurturing atmosphere within the setting and in the staff's evident enthusiasm for providing the best outcomes for children. Leaders identify staff's professional development needs effectively and take timely action to address these, including providing appropriate training that enhances practice. For example, leaders have identified that some staff need support in gaining a better understanding of how children learn through play and understanding the intent of activities they are providing. They are currently supporting staff with this to develop their practice further to benefit children.

Leaders understand potential barriers to children's learning and development, including children with special educational needs and/or disabilities and children who speak English as an additional language. They work together with staff, other agencies and families to provide guidance, targeted support and appropriate strategies, ensuring that children are able to make the progress they are capable of. Staff work hard to support children's personal, social and emotional development, and, overall, this has a positive impact on children's development. However, at times, staff do not recognise when they could step back to let children develop relationships with their peers further.