Carol Jane Montessori Nursery School Ltd

What is it like to attend this early years setting?

Children and families are supported to the highest level in this outstanding nursery. Staff have a precise assessment process, which starts at the children's home visit. They build on this knowledge of their key children over time. Staff intently observe children's interests and expertly plan activities around their key children's fascinations. Parents are involved in the assessment process from the start. Their contributions are valued and used. There is a strong focus on broadening children's experiences to help to overcome the adverse impact that the COVID-19 pandemic has had. For example, in response to the impact of screen time on children's development, staff plan a book of the month and have a lending library so that parents can read extensively to children. In addition, children spend extended periods of time in the forest school and doing daily physical activities in the highly challenging outdoor play environment to support them to be active learners.

All children make excellent progress across all areas of the early years curriculum. This includes children with special educational needs and/or disabilities. Staff's use of flash cards supports new children to learn about the routines and their expectations to help them to manage their feelings throughout the day. Children have wonderfully strong and trusting relationships with their key persons. These relationships ensure that children feel very safe and secure at nursery. Children learn and play with confidence. They demonstrate independence and resilience in all that they do. Staff expertly role model good behaviour and language. Children's behaviour is exemplary. Children consistently treat one another with kindness and respect, and they value one another's contributions during their play.

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

• Leadership and management are inspirational. The management team works tirelessly to meet the needs of the children who attend and their families. The management team's improvement plans are delivered quickly and effectively to keep standards at the setting of the highest quality. The whole staff team shares the continuous drive for improvement. Staff have numerous opportunities for professional development and undertake regular training. This means that children consistently receive the highest quality of care and education.
• The learning curriculum is embedded securely. Children are incredibly willing to find out more and are motivated to take part in the activities. For example, younger children paint large walls with water and develop a love for mark making. Older children make large wall art. They paint over a variety of textures and explain how they have practised making different shades of a colour. They know that if a small amount of white paint is added the colour gets lighter.
• Children participate in a wealth of activities that support their speech and language development. For example, toddlers delight as they feed the two rabbits and talk about the importance of eating carrots to help them grow bigger. Staff strengthen older children's understanding of new vocabulary through repeating and reinforcing new words consistently. Children confidently articulate what they already know and are confident to try out these new words during their play.
• Staff work relentlessly to instil a love of books and literacy. For example, after reading the story 'The three little pigs', children investigate a range materials that are soft and hard. Children collaboratively build houses with rubber bricks. They quickly work out that a house with bricks is the best material, after trying to stick straw and sticks together. In addition, parents come in as 'mystery readers' to retell a story and ignite children's imagination, sparking discussion, curiosity and compassion.
• Children's emotional well-being is promoted consistently. Children are mindful of their feelings and those of their friends. They actively promote inclusion. For example, when a small group of children build an obstacle course with large wooden blocks, they call out to their friends to join them. They use steering wheels attached to rods and pretend to weight lift as they carefully balance and walk across them.
• Staff help children to understand the benefits of healthy lifestyles. Children take responsibility and are highly independent at mealtimes. They set the tables, pour drinks, socialise with friends by chatting and showing interest in each other, and clean up afterwards.
• Partnerships with parents are superb. Children have access to a comprehensive range of home-learning materials. Parents have access to a wealth of support and information, which the setting delivers through coffee morning workshops. Parents contribute to their children's home learning and report that they value being fully included in their children's learning journey. They are thrilled that their children are making accelerated progress.