Casa Dei Bambini Montessori School

What is it like to attend this early years setting?

Children happily follow an ambitious curriculum in this nursery. They learn new skills and knowledge. Children are given time to practise and consolidate their learning during free play. Staff build upon children's natural curiosity, which encourages children to enjoy their learning now and in the future.

Children are very independent in this setting. They access their own learning and find new ways to do things on their own. Children display high levels of concentration when completing practical life activities and responsibilities. For example, they wash up their own plates and glasses after snack. Children use a water tank to fill up a jug and expertly carry this to the washing-up bowl. They use towels to dry up the crockery, before replacing it back on the shelf for their peers to use.

Children are mindful of others. They show care and consideration for their peers when they play and learn. Children serve each other snack, pour drinks for their friends and work together to clear up. Collaboratively, they wipe down tables, sweep the floor and take the rubbish to the bin. This creates a community-minded environment, where each child matters and their individuality is celebrated.

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

• Parents and carers are delighted with the nursery and comment on the key skills their children learn and develop. They attend parent education sessions, run by the managers, and appreciate how useful their advice is. Parents share that the nursery creates a community for the children and their families.
• Staff use careful observations to get to know children and use this information to plan for their future learning. For example, children show enthusiasm about a real insect in a paperweight. Consequently, staff sit with children and together, they explore different types of bees. Children are highly engaged and recall key vocabulary about the bees.
• Leadership is strong in this setting. Managers have a clear vision for children. Staff feel very well supported by their managers and all staff work well together as a team. Staff role model respectful relationships with each other and children follow this. All staff are encouraged to continue their professional development. This supports them to be reflective in their practice. After attending behaviour management training, staff have implemented new strategies to consistently support children's behaviour.
• Staff role model language through skilled interactions, songs and stories. Children regularly choose to read to themselves in the book corner. Children who speak English as an additional language are well supported.
• Staff are calm and patient with children. They form strong relationships with children so they know who to ask for help if they need it. Children's emotional well-being is supported effectively by skilled staff. For example, when children come to staff with a problem, staff teach them key vocabulary to explain how they feel. Later on, children use the words 'frustrated' and 'disappointed' in context to explain how they feel.
• Children learn the importance of living a healthy lifestyle. Staff discuss making healthy eating choices at mealtimes. Children enjoy brushing their teeth after lunch while they sing the names of all their different teeth. However, children are not given consistent opportunities to be physically active. Children have long periods of time playing inside, which means that they cannot benefit from the learning experiences that the outdoor environment offers.
• Children with special educational needs and/or disabilities are very well supported. Managers and staff are proactive in recognising concerns and supporting children. Staff work closely as a team to create individualised support plans for children. They also work with families and other professionals to build targets and support. As a result, children make good progress across all areas of learning.

What the setting must and should do next

The provider should:

• review routines to enhance opportunities for children to enjoy a balance of indoor and outdoor experiences in their play.