Chalfont St Peter Montessori School

What is it like to attend this early years setting?

Leaders and staff are proactive in making children and their families feel welcome. They prioritise children's personal, social and emotional development and recognise it as a foundation for future success. For example, children graciously introduce themselves to new visitors and delight in showing them their unique creations. They readily gift their drawings to friends out of kindness and a desire to make others feel special. As a result, children continue to thrive at this inclusive setting.

Leaders create an aspirational curriculum for all children, including those with special educational needs and/or disabilities (SEND). They thoughtfully weave themes, inspired by children's interests, such as a love for nature, and use the changing seasons as a basis for learning. In addition, leaders and staff aim to nurture a sense of responsibility and environmental awareness. For instance, children visit their allotment with staff and learn to grow their own fruits to make different recipes. Parents share how well their children remember what they have learnt and proudly call themselves 'eco warriors'. They remind family members to use sustainable habits at home, such as switching off lights to conserve energy.

Well-established routines give children a sense of security and help them understand what is expected of them. Staff consistently model positive behaviour which children readily mirror, such as good manners, respect and cooperation. Older children happily help others, for example, by reading food labels during their kitchen role-play. This helps children to value one another's strengths and grow as independent, confident learners, ready for their eventual move to school.

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

• Leaders work closely with parents to gain a clear insight into the challenges some children face when starting pre-school. They promptly identify those who may need extra support to benefit from the learning experiences available. Leaders work collaboratively with families and other professionals to ensure a coordinated approach. Strategies, such as visual prompts, sign language and real-life objects help strengthen communication, especially for younger children and those with additional needs. Consequently, children with SEND, are fully included in all daily routines and activities and make sustained progress.
• Staff skilfully support children's communication and language skills by engaging at their level, narrating in real-time and modelling clear language. Story sessions delivered with enthusiasm and energy, capture children's attention and imagination. Children take every opportunity to explore books and share them with friends. They recall familiar phrases and imitate staff by asking simple questions, such as 'what is this?' This shows children's genuine passion for books and storytelling.
• The outdoor provision is a distinctive strength, offering rich and varied experiences that enhance children's physical development. Staff make excellent use of the surroundings. For example, children benefit from a wide range of extra curricular activities, including sessions with football and dance coaches. They impressively manoeuvre around cones when dribbling a ball and express themselves creatively through movement in dance. Regular access to outdoor learning boosts children's coordination, stamina and self-expression.
• Key persons get to know their key children well. They assess their development accurately. However, during children's spontaneous play, some staff do not always use this information effectively enough to build on children's knowledge and skills. At times, some staff do not capture the best moments to intervene, to either address misconceptions, offer guidance or provide appropriate challenge. While leaders have identified areas for improvement in individual staff practice, their coaching and mentoring systems are not yet robust. This impacts on children's learning and their progress to reach their full potential.
• Leaders recognise the importance of celebrating children's cultures through different festivals. For example, they invite parents in to share their experiences, such as showcasing traditional costumes at Diwali time. This helps children gain an understanding of diversity and the wider world.
• Strong, effective and trusting relationships are built with parents from the outset. Parents greatly appreciate the open and detailed communication from leaders and staff. This includes through newsletters, an online platform and daily interactions. Parents express gratitude for the dedicated and knowledgeable staff team and regularly use ideas and suggestions from the setting, at home. This partnership further supports children's continuity in their development.
• Leaders and staff fully understand their safeguarding duties. They are clear about how to act to prevent and protect children from potential harm. This helps to ensure children's safety.

What the setting must and should do next

The provider should:

• strengthen the individual support, coaching and mentoring of staff to further improve their practice and ensure consistently high-quality teaching