Beechoak Farm Montessori Preschool

What is it like to attend this early years setting?

Staff create a learning environment that sparks children's interest, and they are eager to explore. On arrival at pre-school, children excitedly show their parents the recently updated garden area and proudly show them how they use the obstacle course. Children are curious and inquisitive. They show interest in the world around them and comment on things they notice in the environment, such as the shape of windows and colours of bicycles. Children show care and kindness towards the animals that live on the farm, which is located on the pre-school grounds. They say 'hello' to the animals and help to look after them.

Staff support children to follow the behavioural expectations of the pre-school. They teach children the skills to be able to wait for what they want and share resources with their peers. Children demonstrate they understand the rules and boundaries of the pre-school, and they behave well. Children work together to complete tasks. For example, when it is tidy up time, they eagerly put the resources away in boxes and work together to place these back on the shelf. When the room is tidy, they celebrate this achievement together.

Staff read stories to children in a way that excites and engages them. Children answer questions about the books they are read and comment about what they observe in the story. Children recite familiar stories and act these out. For example, children recite the going on a bear hunt story and talk about finding the bear in the cave.

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

• Parents provide very positive comments about their children's experiences at the pre-school. They positively talk about how the staff supported their child to settle when they first started at the pre-school. They say that communication is effective and that they feel involved in their child's learning. The pre-school provides them with activity ideas to extend their child's learning at home.
• The provider has a clear intent for their curriculum and what they want the children to learn during their time in the pre-school. It is carefully planned to help children build on their developing knowledge and skills. Although staff have a good understanding of their children's learning needs, some staff do not consistently implement the curriculum so that all children benefit from the experiences on offer.
• All children, including those with special educational needs and/or disabilities, are supported to make good progress. The pre-school carefully plans the use of additional funding to provide children with tailored interventions to support them to meet their individual targets.
• The provider arranges a wide range of experiences for the children to enjoy.
• External tutors come to the pre-school to teach children new skills, such as ballet and football. This also gives children opportunities to develop their physical skills.
• Staff have a good knowledge of their key children. They understand what children already know and what they need to learn next. Staff take time to get to know children and their families and offer advice to parents, for example, ideas of how to positively manage children's behaviour at home.
• Staff help children to think about keeping themselves safe. Together, they discuss the importance of crossing roads safely. They use the on-site road to teach children how to stop on the pavement before crossing the road and how to check for oncoming vehicles before crossing.
• Children are generally independent and try to do things for themselves. They readily put their coats on to go outside. Occasionally, staff do not consistently recognise when children are able to do more by themselves. Some routines are not organised well enough to encourage all children to be highly independent.
• The leadership team at the pre-school uses reflective practice to effectively and swiftly respond to any issues that arise. They take action to address any weaknesses and formulate a plan of how to make necessary improvements.
• Staff comment that they feel supported by the passionate and approachable leadership team. They have regular meetings to discuss their well-being and any training opportunities they would like to access.
• Children's mathematical skills are developed well. They look for numbers, shapes and patterns in the environment. For example, during a painting activity, children learn that colours change when they are mixed together.

What the setting must and should do next

The provider should:

• build on the already good practice and seek further ways to help all staff deepen their knowledge of how to deliver the curriculum content
• review the organisation of routines to provide children with more opportunities to become independent and do things for themselves.