Blue Nest Montessori School

What is it like to attend this early years setting?

Children are happy and settled, and they thoroughly enjoy the many exciting activities in this interesting learning environment. Babies delight at exploring different textures during sensory play. They develop their physical strength on the age-appropriate play equipment indoors and in the safe outdoor play area. Older children explore a wealth of different activities, independently selecting resources that support their varied interests alongside their learning needs. For example, children learn about the cultures and customs of others as well as animal habitats when investigating different continents.

The key-person system is strong and supports the learning and development as well as the emotional well-being of all children. Babies form close attachments to their key staff, cuddling up to them to explore stories and seeking comfort in their presence. Children with special educational needs and/or disabilities (SEND) are supported particularly well by a knowledgeable and attentive team of staff who work together planning and adapting all activities to support their specific needs.

Children have a good understanding of appropriate behaviours in their nursery. During daily group sessions, staff acknowledge children's contribution to the nursery and the positive impact this has on their emotions and those of others. As a result, children demonstrate good manners and cooperate well in play. They share resources with one another and invite their friends to join them in play, making room for them to sit down.

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

• Since the previous inspection, leaders and staff have worked diligently to develop robust methods to identify, monitor and support the specific needs of children with SEND. Specialist staff work within the setting to support key staff in their practice. Relationships with other professionals are strong, and sharing of vital information is robust. As a result, children with SEND are well supported and make good progress from their starting points.
• Recent changes to mealtime routines support the specific needs of children with allergies and food preferences. Children collect their colour-coded place mats before sitting down with staff to enjoy meals. Rigorous risk assessments are in place on all areas of the setting. For example, leaders have highlighted 'hot spots' in all areas of the nursery to aid staff in their safe and effective deployment.
• All staff have a deep understanding of the provider's clear curriculum that focuses on providing children with the skills required for their next stage of learning. Babies are encouraged to explore their environment and to be curious in play. Staff engage babies in a wealth of sensory play opportunities and join in games of peekaboo. Older children develop hand strength, squeezing citrus fruits and pouring the juice into containers. This supports their emerging writing skills. However, staff do not always embrace children's observations and support their learning beyond what has been planned during activities. Rich opportunities to further children's mathematical development are on occasion missed during planned activities.
• Children are confident communicators who are exposed to a wide vocabulary in this language-rich environment. Babies and young children explore the sounds animals make through songs and sensory play. They mimic the 'quack-quack' sounds ducks make and the 'swooshing' sound of the water that they float on. Older children discuss the 'glittery' and 'sparkly' modelling dough that they use to create sea creatures with. Staff listen intently and are swift to introduce alternative, more complex vocabulary such as 'glistening'.
• Transition processes are well considered and support children to settle well in their new environments. Leaders and staff build respectful relationships with families, gathering information about children's early experiences. When progressing through the nursery, children spend increasing periods of time in their new rooms. They get to know their new routines and environments with the nurturing support of their key person.
• Parents speak highly of the setting and the nurturing staff. They comment on the immense support they receive about issues around potty training and promoting good behaviours and independence. Staff share ideas with parents on how to further children's development at home with regular newsletters and invitations into the setting. For example, parents attend celebrations and share their unique customs and traditions with children.
• Children of all ages demonstrate independence as they take on age-appropriate responsibilities in their nursery. Young children help sweep up after messy play activities and confidently help themselves to activity trays and tidy away afterwards. Older children serve themselves meals and snacks and delight at taking on the role of 'room helper' each day.

What the setting must and should do next

The provider should:

• enhance current methods of coaching to help staff to recognise the importance of children's observations and discussions in play and identify ways to further support their learning beyond that which has been planned.