Blue Butterfly Montessori

What is it like to attend this early years setting?

Children are welcomed into the nursery by the friendly staff. They form close bonds with their key person, who they seek out for comfort and cuddles. This shows children feel safe and secure in their care. Children's behaviour is good. They are friendly and welcome visitors. Children play cooperatively, take turns and share resources. They settle with their chosen activities and once they have finished, they independently tidy them away. All children are learning to do things for themselves. For example, older children help to prepare snack as they chop up fruit using knives. They helpfully clear away their dirty plates and cups afterwards. Younger children learn to feed themselves independently using cutlery.

Children are exposed to a wealth of experiences at the nursery. They benefit from outings in the local area, where they visit nearby rivers, parks and look for animals' natural habitats. Children learn to care for and respect the environment. They help to collect litter and learn what can be recycled to keep the planet healthy. Visiting parents and professionals enrich children's experiences further. For example, children help to cook and taste different foods from around the world. This helps widen children's understanding of the world around them.

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

• Managers design a curriculum that incorporates a blend of Montessori philosophy and child-led play. Staff implement the curriculum well and plan activities to support children's development in all areas of learning. There is a good focus on continuous learning, which helps prepare children for future challenges, such as transitioning through the nursery and on to school. For example, in preparation for babies moving into the toddler room staff teach children to move around confidently, managing physically challenging equipment. Children are well prepared for moving on to school. Managers meet with teachers and invite them into the nursery to visit the children.
• Children's progress is carefully monitored by staff. Regular observations allow key persons to identify gaps in children's learning and development. The special educational needs coordinator works in partnership with parents and other agencies to ensure children receive the support they need. As a result, all children make continuous progress.
• Children thoroughly enjoy their outdoor play. They are happy and giggle as they balance, jump and run around challenging obstacles. This helps to develop their gross motor skills. Staff provide interesting and inviting play spaces that engage children. For example, children role play in the mud kitchen. They make 'frittatas' as they scoop mud into buckets. They express their own thoughts and ideas with staff as they add in 'chocolate' and cook their creations in the 'oven'.
• Children are developing a love of books as they snuggle into comfy spaces and listen to stories read by staff. Staff create photo albums of past experiences for children to recall. They benefit from a large collection of books available to borrow and take home from the nursery's library. Staff provide home-learning packs with Montessori resources and cooking activities for children to share with their families and continue their learning at home.
• Staff plan activities that expose children to new vocabulary. During adult-led activities, children learn about healthy foods and say that protein makes them 'strong'. Staff incorporate mathematical language into their activities. For example, they use scales to demonstrate how much sugar is in different foods. However, while staff prepare activities well, they do not always consider children's engagement and impact on their learning.
• Managers recognise the importance of staff well-being and, as a result, staff morale is high. For example, staff say they feel very well supported by managers, who offer a range of training opportunities to keep their knowledge up to date. Managers meet with staff regularly to support them in developing their skills.
• Parental partnerships are effective. Managers seek feedback from parents to make improvements. For example, parents feel well informed of their children's transitions and next steps of development. Parents say 'there is always a positive vibe in the whole nursery and children reflect this'.

What the setting must and should do next

The provider should:

• support staff to reflect on their practice to ensure all children fully benefit from adult-led activities and increase their level of engagement.