Bright Learners Montessori School

What is it like to attend this early years setting?

Children are happy and secure at this welcoming nursery. There are flexible and effective settling-in arrangements in place. This helps children to get to know staff and the nursery's routines. Children have trusting relationships with staff, who know them well. They seek comfort and reassurance from warm and caring staff. Children share their ideas enthusiastically, as they are listened to and their views are valued. Since the last inspection, the manager and staff team have worked tirelessly to make necessary improvements. Staff and leaders have a secure safeguarding knowledge and are able to keep children safe at the nursery.

Leaders plan a broad and ambitious curriculum based on children's interests and what they need to learn next. Staff have high expectations of each child and sequence children's learning well. For example, staff understand the importance of providing children with opportunities to strengthen their gross motor skills. Children practise their coordination and big movements, such as throwing or kicking a ball and balancing on wooden planks. Consequently, children get ready to sit down and complete more challenging tasks, when appropriate. Overall, children make good progress from their starting points in development. Children behave well. Staff clearly explain children's achievements and provide specific praise. They remind children about the rules in the nursery. This helps children to understand what is expected of them.

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

• The provider, who is also the manager of the setting, is committed to promoting high-quality provision for all children. She ensures that staff implement an effective curriculum in all areas. Staff make regular observations of children's progress. They identify any gaps in children's learning and provide appropriate support. Staff work closely with the local inclusion team. This helps to ensure that children with special educational needs and/or disabilities achieve their learning goals.
• Leaders and staff work well to build positive relationships with parents. Overall, parents are happy with the care and education which their children receive. However, staff do not fully discuss children's individual learning and progress with parents, such as through regular meetings. This does not help all parents to build relationships with their child's key person and to understand how to support their children at home.
• Children develop a strong interest in books. Babies engage in short story times. Staff read to them and use prompts to gain their attention. Older children choose which books they want staff to read and know that information can be found in books. For example, they learn about space and planets from a book of their choice.
• Children learn about colours and numbers through the games that they play during the day. They learn about mathematical concepts such as 'big' and 'small' when comparing different objects. Children are eager to learn. However, on occasions, staff do not consistently help less-confident children to engage fully in their learning.
• Staff promote children's well-being and health. They work with parents to ensure that children's packed lunches contain healthy food. Children practise important hygiene routines, such as washing their hands. This supports children's physical health well.
• Children have plenty of opportunities to explore messy activities which help them to strengthen their small muscles. They happily join in with mark making and painting activities. Staff are skilled at introducing children to early writing, when appropriate.
• Children regularly visit the community. For instance, they go to the library, local market and shops. They learn about caring for their community. For example, they join in with a litter-picking project. This helps children to gain an understanding of the world around them and builds on their growing sense of responsibility.
• Staff have regular supervision meetings and attend relevant training. They comment that they feel valued and well supported in their roles. The manager evaluates staff's practice effectively. She ensures that staff support children's self-care skills and help children to become as independent as possible in time for their transition on to school.

What the setting must and should do next

The provider should:

• work even more closely in partnership with parents to ensure that they are kept informed of, and involved in, their children's learning, including at home
• support staff to consistently help children who are less confident to join in with activities and engage more fully in their learning.