Cherry Tree Montessori Pre-School

What is it like to attend this early years setting?

Children thrive in this nurturing pre-school. They become confident and inquisitive learners. The experienced and dedicated staff team provides highly effective teaching. This helps all children to make progress from their starting points in development. The learning environment is very stimulating, indoors and outdoors. Children often become engrossed in the interesting activities available. There is a wonderfully calm and purposeful atmosphere as children play. They concentrate as they use keys to try to open the lock on a wooden vehicle. With encouragement from staff, children persevere as they try to match lids to different containers. Outside, staff show children how to use tools, such as pliers and screwdrivers.

Staff make sure that books, stories and songs play an important part in children's learning. Children are enthralled as the manager skilfully retells a favourite story. Staff support children to choose books to take home every day. They introduce children to early mathematical skills through rhymes and songs. Children behave very well. Staff adopt a consistent approach when children occasionally forget how to share and take turns. This means that children learn how to resolve minor conflicts themselves. Children beam with pride when they are praised for good teamwork at tidy-up time. Staff speak to children with kindness and respect. This helps to promote their self-esteem.

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

• The manager and staff are passionate about providing children with high-quality learning experiences. They know all children extremely well. Staff take time to observe and get to know children who are new starters. This means that children's interests and next steps in learning are identified quickly. Staff then plan interesting and varied opportunities for children to develop and practise new skills.
• Staff carefully consider the curriculum to ensure that children are being equipped with the knowledge and skills to help them in their future learning. The manager recognises the impact the COVID-19 pandemic has had on children's personal and social development. Staff help quieter and less-confident children to join others in their play. They also introduce children to different types of play so they can use these ideas themselves. Staff use effective questioning to help to promote children's thinking skills. For example, when children notice a scooter rolling away, staff ask them why this might be happening.
• Staff place a great deal of emphasis on developing children's communication and language skills. They introduce children to a wealth of new vocabulary as they play. Staff sit with children as they eat their lunch and engage in conversations with them. Children are given time to respond to questions, and their responses are valued. They also learn how to listen to the views of others.
• Support for children with special educational needs and/or disabilities (SEND) is very effective. The manager is prompt to identify children who may benefit from some additional interventions. She ensures that there is regular communication with parents, so they are aware of the strategies being used within the pre-school. Strong partnerships with other professionals, such as speech and language therapists, also help children with SEND to make good progress.
• Children quickly become familiar with the daily routine. On arrival, they hang up their own coats and put their lunchboxes away. Staff arrange resources to encourage children to make independent choices in their play. However, at times, staff do not give older children opportunities to further their independence skills. For example, although children pour their own milk or water, staff set the table and prepare the snack rather than giving older children the opportunity to do this for themselves.
• Staff promote children's good health very effectively. Children benefit from plenty of fresh air and exercise. Staff provide fresh fruit at snack time and remind children to stay hydrated. Staff help children to understand how to reduce the spread of germs. This helps children to remember when they must wash their hands.
• Parents are highly appreciative of the support and care that their children receive. They recognise the strong bonds their children form with staff. Staff have effective systems of communication in place, helping parents to know how to support their children's learning and development at home.
• The manager recognises that staff are the pre-school's most valuable resource. They form a strong and cohesive team. All staff are highly reflective practitioners and have access to high-quality professional development opportunities.

What the setting must and should do next

The provider should:

• consider how to give older children even more opportunities to develop their independence, especially at snack time.