Blossom Time Montessori Nursery

What is it like to attend this early years setting?

Practitioners create a warm and calm atmosphere that supports children's emotional well-being. Children, especially newcomers, show that they feel secure. Key persons provide extra help to those who need more time to adjust. They regularly offer hugs, read stories and give reassurance to make children feel safe. New children start to form strong bonds with their key person, while others adapt quickly. They become confident and independent in their new environment. With the guidance of the skilled and caring practitioners, children quickly learn and follow the nursery routines.

Leaders and practitioners implement a diverse and challenging Montessori curriculum to inspire children and foster their excitement about learning. Practitioners ensure children spend time outdoors to support their physical development. Babies crawl, walk and move freely in dedicated spaces, while older children confidently climb equipment and use resources, such as bikes. The practitioners encourage positive behaviour and help children stay focused on their learning. Consequently, children develop a positive attitude towards their learning.

Practitioners set a good example. They treat children with respect, for instance they ask for permission before changing a nappy. The children behave well. They are kind, caring and considerate towards one another. For example, they assist their friends in climbing the ladder to the climbing frame by holding their hand as they reach the top and helping them onto the platform.

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

• Leaders care deeply about the nursery and their team. They focus on helping practitioners grow professionally. Regular supervision and training help practitioners engage in valuable development. This leads to a strong team that works well together to create an exciting curriculum that aids children's learning.
• The practitioners good knowledge of their key children allows them to plan and implement activities based on children's interests and next steps. Through regular observations and assessments, they are able to identify any potential learning gaps and address them accordingly.
• Leaders and practitioners support children with special educational needs and/or disabilities (SEND) effectively. They work together with parents and outside agencies to assist children to make good progress and reach their goals. Practitioners assess children from the start and find the right support for them. This collaborative approach helps children make good progress from their starting points.
• Children have good opportunities to improve their hand-eye coordination, which helps with their early writing skills. They focus carefully while engaging in a wide range of resources and activities. Children enjoy drawing and mark making in various ways, such as in sand or with writing materials on paper.
• Children are starting to develop good hygiene habits, such as washing their hands by themselves before meals. However, at times, practitioners do not promptly address runny noses or encourage children to wipe their own nose, this leads to inconsistent messages about the importance of personal hygiene.
• Practitioners encourage children's independence by allowing them to perform tasks on their own during lunchtime. Children confidently serve food, pour drinks and clean their own dishes. However, practitioners sometimes hinder this independence, such as when they solve problems for children without letting them try first, for example fixing fallen hats or stuck equipment.
• Practitioners promote language development through a variety of engaging activities. They use single words, tell short stories and sing nursery rhymes to build vocabulary. As children progress, practitioners introduce new words and encourage repetition. Additionally, they provide simple instructions to improve listening skills and discuss children's activities to boost language and thinking skills.
• Children are immersed in diverse languages. Practitioners speak in their home language and gather key words in children's home language. Additionally, children can learn new languages, such as Spanish and Italian, through extra-curricular sessions with external teachers.
• The nursery has strong partnerships with parents. Parents trust the nursery and find their children very happy and learning well. They appreciate the care, education and daily communication from practitioners. This allows them to continue their children's learning at home.
• The provider failed to notify Ofsted of the new director's appointment; an oversight they have since rectified. All directors undergo the same rigorous recruitment and vetting as the nursery's practitioners. Therefore, there is no impact on children's safety and well-being.

What the setting must and should do next

The provider should:

• support practitioners to help children learn more about good hygiene practices, in particular with regards to runny noses
• develop consistency in allowing children more opportunities that promote their independence in all areas of their learning.