Bletchley Montessori Day Nursery and Preschool

Inclusion: Strong standard

Leaders and staff plan and resource a wide range of learning experiences. These are targeted to ensure that all children, particularly those with special educational needs and/or disabilities, can access the curriculum. Staff adapt their teaching and the provision to remove barriers for children. Consequently, children have access to interesting and exciting experiences that they readily engage in. Any early gaps in children's learning are identified swiftly by staff. This prompt response ensures children receive the effective support they require. Consequently, children make secure progress.

Leaders work collaboratively with external agencies and parents to review and assess how well children are developing. They share children's progress and areas of need well, seeking support and guidance as required. Leaders play a vital role in working in collaboration with children, families, external agencies and staff to ensure children's needs are addressed. They support staff by providing effective training and coaching to them. This helps staff to develop the skills and knowledge they require. Leaders use funding effectively to ensure the most disadvantaged children have access to the wide and varied curriculum.

Curriculum and teaching: Expected standard

Leaders and staff have a clear vision of what it is they want children to learn and know. They plan a curriculum that focuses on building children's knowledge and skills. They provide many opportunities and experiences that support all children in readiness for the next steps in learning. There is a clear emphasis on developing communication and language skills. Children particularly enjoy songs and music as well as sharing stories. They take part in the telling of familiar stories, using puppets to bring the story to life. However, there are some minor gaps in staff's teaching and this impacts on children's focus and engagement for short periods of time. Leaders are starting to become aware of this.

Children develop their personal, social and emotional development through positive and strong relationships with their key person. They have many opportunities to develop their physical skills as they navigate large apparatus and learn to walk, climb, balance and run in the garden. Children develop fine motor skills as they manipulate dough and communicate confidently with staff and their peers, discussing their play and what they want to make with dough. Staff use their knowledge of the children to weave in mathematical learning through meaningful and purposeful interactions. Children learn about size, shape, colour and number as they explore dough and make a range of imaginative models.

Achievement: Expected standard

Children develop skills and knowledge across the 7 areas of the early years foundation stage. Consequently, children are ready for the next stage of their learning, which includes school. Children show pride in their work and achievements. They develop their personal, social and emotional skills well, as they have built positive and lasting relationships with their peers and staff. Children learn how to share and take turns. They are confident communicators. For instance, they share their ideas and thoughts with others as they play. All children, including those with special educational needs and/or disabilities, have the input they need to make secure progress. Parents comment positively on the progress their children make during their time at the setting. Children develop early literacy skills as they engage and predict what happens next in their favourite book. Additionally, they enjoy exploring their physical and listening skills as they join in with a music session, playing a range of instruments. Children learn to copy a rhythm and be creative in the sounds they make.

Behaviour, attitudes and establishing routines: Expected standard

Staff have high expectations of children's behaviour and attitudes. They establish good routines that help children to know what happens now and next. For instance, children know when it is tidy-up time or when it is time to wash hands before meals. Children manage some self-care tasks, like getting their coats on ready for outdoor play. Staff support children in building their independence by giving time for children to try and problem solve to successfully manage putting their coats on.

Children behave well and show care towards their friends. Staff support them to manage minor conflict. For instance, they talk with children about how to take turns and share. This helps children to learn how to play cooperatively together. Staff model this very well. Leaders promote the importance of regular attendance with parents. This helps children to develop positive attitudes towards their education and routines.

Children's welfare and wellbeing: Expected standard

Staff focus on developing strong bonds and relationships with children. Consequently, this builds on children's confidence and sense of belonging. Children develop their independence skills as they explore and access the range of activities and resources available to them. They are confident in making choices. Children have many opportunities to develop their physical skills. Young babies learn to balance as they take tentative steps. Staff are close by to offer a helping hand. Older children master fine motor skills using a range of one-handed tools, creating pictures. Staff encourage and support gross motor skills as they help children as they climb, jump, run and balance on large apparatus.

There are consistent hygiene routines that support the health and wellbeing of children. These routines and practice teach children the importance of handwashing before and after meals. Additionally, staff support children to learn the importance of oral health. For instance, all children brush their teeth after lunch. Staff know the dietary needs of all children and ensure that suitable nutritious meals are provided with alternatives available. Young babies have good routines set up to support their needs for sleep. Staff show care and nurture as they support children to rest. They check on children to ensure they are kept safe while they sleep.

Leadership and governance: Expected standard

Leaders pride themselves in being present and available to support staff wellbeing and provide the coaching and training staff need to be successful in their roles. Leaders have a mentoring programme, which promotes staff's professional development and practice. All staff have a point of contact for support and staff wellbeing is of paramount importance. This means staff can focus and engage with children to support their learning and development. However, on occasion leaders initiate routines to redirect children and this can affect how well staff implement the curriculum. Leaders have started to recognise this and are working with staff to identify appropriate times to engage with the routines.

Staff feel valued and well supported in their roles. They comment positively on the approach of leaders in ensuring staff have the mentoring and guidance they need to understand their roles. Leaders are seen to be active and engaged in supporting staff and children.