Buckingham Montessori School

What is it like to attend this early years setting?

Children arrive happy. Parents share how eager their children are to attend when they are told it is a nursery day. Young children explore their environment with confidence. They look back and return for a cuddle or to show their familiar adults what they have found. Older children are eager to share what they are doing. They ask questions to develop their understanding and to share what they know or have learned about and what they enjoy doing.

Children behave well and staff have high expectations for all children. Older children remind each other of the 'golden rules'. For example, they take turns as they follow hygiene routines such as washing their hands in readiness for snacks and meals.

Children are supported to develop age-appropriate independence. Babies finger-feed fruit and drink from lidded beakers. Young children use spoons and forks, drinking from cups after pouring their own drinks. Older children proudly take turns serving themselves from large bowls. Meals are social events. Staff encourage children to extend their palate by tasting different foods. Children discuss with their peers and staff what they enjoy eating and how they also have 'rice' and 'yogurt' at home.

Leaders and managers and staff have high expectations for all children's learning. They create a broad and balanced curriculum. Staff know where their key children are with their development. They plan appropriate activities that build on children's knowledge. Staff sequence children's learning well and know the next steps in their development. Children make good progress from their starting points.

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

• Children with special educational needs and/or disabilities (SEND) are effectively supported. Any gaps in children's development are quickly identified and referrals for support are quickly made. Staff work closely with parents and other professionals to ensure children are well prepared for their next stage in learning, and transitions into school are smooth.
• Staff effectively build on what children know. For example, young children enjoy using tongs, which they squeeze and release as they practise the movement. Older children use their developed hand strength to correctly hold pencils, controlling the movement as they make their mark. Staff demonstrate how to cut using scissors to children who are eager to have a go. Children develop confidence and are proud of their achievements.
• Working in partnership with parents is a strength in this setting. Parents are complimentary about the support staff provide for them. For example, many parents speak English as an additional language. Staff who share their heritage are able to reassure them and support their child in their home dialect. Parents are further supported with advice on children's toilet training, behaviour and sleep routines. Staff provide parents with regular updates on the progress their children are making and share ideas about how they can carry on with their child's learning at home.
• Leaders and managers are committed to providing high-quality care and education to children in the local community. They understand the needs of families and promote health and well-being through the broad curriculum. Information on healthy eating and promoting oral health are addressed through role-play activities and supported by stories and discussions. Children begin to identify and meet their own care needs, brushing their teeth and learning how to develop healthy routines. However, on occasions, some conversations are not extended, as children are asked questions requiring only single-word answers.
• Staff feel valued and supported by the management team. They are supported to access training and to further develop their career through additional professional qualifications. Staff shared how happy they feel in their role. The leadership team evaluates the impact of training on both child and staff development. Leaders believe that well-educated professional staff create and promote positive learning environments for children. Leaders and managers speak passionately about supporting families new to the community.

What the setting must and should do next

The provider should:

• ensure questions asked during discussions consistently promote children's back- and-forth interactions.