BarleyMont Fairlop Montessori Nursery Preschool & Afterschool

Inclusion: Strong standard

Leaders and staff consistently make a demonstrable difference to children with special educational needs and/or disabilities. For example, staff take very swift action to support children by observing, assessing and working closely with other agencies. They involve parents and carers at all stages and signpost them to organisations that can help meet their children's needs. Staff ensure inclusive practice by adapting activities carefully so that all children can take part. They use visual aids to support children with transitions throughout the day. Staff develop targeted plans so that learning is well planned and specific to each child's needs. They attend training to extend their knowledge even further and ensure they can support children to make progress.

Leaders use funding very effectively to help children to develop further. For example, leaders purchase sensory resources so that children can learn through exploration and their senses. Leaders are committed to supporting all children, including those known to social care. Staff work consistently well with parents, for example by sharing strategies to support children at home and in the nursery. This helps ensure that families feel supported and that children can embed their learning through a shared and consistent approach.

Curriculum and teaching: Expected standard

Leaders ensure that the curriculum is typically taught well. They have a secure understanding of how to implement a well-designed learning environment for children. Leaders have evaluated the curriculum and worked alongside other professionals to improve and develop it. This helps children to make effective progress in all areas of learning. For example, staff develop deep and loving relationships with very young babies. They know the most effective ways to calm and comfort them, which supports babies' emotional development. Older children enjoy climbing, running and riding wheeled toys in the well-resourced garden.

Staff generally interact well with children and demonstrate how to support their learning. However, not all interactions are sufficiently meaningful to extend children's thinking and deepen their learning. For example, during activities staff do not always question and challenge children fully. In addition, staff do not always communicate with children in ways that further support language and communication development. For instance, staff do not always talk to children about what they are doing to encourage them to speak more. Staff support children with barriers to learning effectively to further support their development. For example, they introduce games that encourage children to sit and concentrate, and talk about what is in a bucket. This helps to support children's thinking skills and speaking skills, as well as their ability to share and take turns. Staff suitably support children's mathematical development. For example, children learn about numbers as they count during their play, and they sing nursery rhymes that include numbers. Children match and pair puzzle pieces, and count plates during mealtimes.

Achievement: Expected standard

Overall, children develop their communication and language well, for example, when singing nursery rhymes and sharing books. Children with special educational needs and/or disabilities make very secure progress. For example, they are able to make eye contact, listen and respond, join in activities and develop friendships. Children are well prepared for their move on to school.

Very young babies gaze at staff's and children's faces, copying facial expressions and movements. Toddlers show an interest in what their friends are doing and enjoy joining in. Older children demonstrate the ability to pay attention to more than one thing at a time. Babies walk independently and explore the world around them, for example by sitting on push-along wheeled toys. Older children move up and down the stairs confidently as they make their way to the garden.

Behaviour, attitudes and establishing routines: Expected standard

Children are well behaved and receive effective support to manage their own feelings. For example, staff use 'golden rules' to guide children and help them to develop a positive sense of themselves. Staff support babies to express themselves through their thoughtful and kind interactions. Children know how to share and take turns, and are respectful towards each other. Generally staff offer praise and encouragement to help build children's self-esteem. Children understand daily routines, which supports their developing self-care skills, such as toileting and mealtimes.

Children are happy and secure because staff develop warm and caring relationships with them. Staff also remind parents and carers about the importance of punctuality and attendance to help ensure that children experience all the opportunities that support their learning. Staff know children well and understand their individual needs and circumstances, which helps them to typically plan for their ongoing learning, for example when supporting children through potty training. Staff support children who face barriers to learning particularly well. They break down activities into smaller and manageable steps and use gestures and facial expressions to reinforce understanding. Key-person arrangements are effective. Staff develop caring relationships with babies and all children, ensuring they feel valued, secure and ready to learn.

Children's welfare and wellbeing: Expected standard

Staff have high expectations of children. For example, they encourage and motivate them to play and learn. This helps all children to secure progress across their individual learning. Staff offer children healthy meals and drinks to support their understanding of healthy lifestyles, and this has a positive impact on the children's awareness. For instance, children enjoy nutritious meals as they sit together and talk about what they are eating, which promotes their emotional and social development. Staff help children to express and manage their emotions through strategies like the thinking about how they are feeling.

Staff support children with special educational needs and/or disabilities effectively. They use calming strategies to soothe children and encourage them to sit at the table and join in with mealtimes. Key persons know their children well and ensure that their individual needs are met, particularly very young babies, who thrive under their care. Staff help children to understand the world around them. For example, they explore a wide range of festivals and cultural events, all of which support children's knowledge of others.

Staff support children well in developing their physical health. This helps to promote children's independence. For example, children enjoy regular outdoor play in the well-resourced garden, where they run, jump, climb and explore nature. Children learn about personal safety as they ride wheeled toys and move freely, yet safely, in the outdoor area. Staff also promote children's sense of wellbeing. For example, children receive comfort and are soothed as they rest.

Leadership and governance: Expected standard

Leaders have been effective in securing progress since the last inspection. They have addressed previous weaknesses and improved the care and education that they offer. For example, the newly refurbished garden helps ensure that children take part in purposeful play to support their physical development. Staff encourage children to role play and develop their creativity, all of which supports their sensory stimulation and to regulate their emotions. Leaders are thoughtful and responsive to all children's needs, particularly those with special educational needs and/or disabilities (SEND).

Leaders support staff, which has a positive impact on their wellbeing. For example, staff have access to an online app that offers different ways they can receive support if they need it. Partnerships with parents and carers are well established. For example, staff offer parents regular updates about their children's day and learning. Parents have access to a parent app, which provides detailed information about their child's next steps in learning and development. Staff undertake regular training, which helps them to make clear improvements to their knowledge and understanding of supporting children's care and education. For example, staff have completed training to support children with SEND.