Chiltern Hills Montessori - Moor Lane

Inclusion: Expected standard

Staff gather information from parents and carers about each child's individual needs, when they start at the nursery. This helps children settle smoothly and supports a positive transition into the setting. Leaders ensure that starting points are recorded and that staff review children's progress regularly. There are regular, termly meetings with parents to share next steps. The staff know the children well and understand that they develop at different rates. They respond sensitively to individual differences and adapt their interactions to support children to join in. Staff occasionally use a range of communication and language strategies, such as visual prompts and signing. Using these strategies more consistently throughout the day would help reduce barriers to all children's attention, listening and understanding.

Leaders create detailed action plans for children with barriers to their learning and review these regularly. They collaborate closely with parents. However, the process to consult with external agencies, for instance health visitors, should be implemented sooner to ensure all children make the best possible progress. Leaders organise training so staff can develop their practice when working with children with barriers to learning. Staff share information with other settings to provide consistency of care for children.

Curriculum and teaching: Expected standard

Leaders implement a broad curriculum that covers all areas of learning. Staff have a clear understanding of the children's interests and provide stimulating activities, based on what children need to learn next. Rhymes and songs are at the heart of the curriculum. For instance, they sing when washing hands and while children are finishing their drinks. Songs are personalised, so children learn each other's names. This means routine activities become fun and a learning opportunity. This also supports the children to share and wait their turn patiently.

The environment is rich in language. Staff continuously narrate what is happening and develop children's communication by extending phrases. For instance, a star becomes, 'a blue, shiny star'. Children enjoy focused adult-led activities. For example, playing with flashcards of animals, learning their names and sounds. Mathematical language is part of everyday play and routines. Staff encourage children to talk about what colour bucket they are using, or how many pieces of cracker they have. Staff occasionally support children's communication and understanding through strategies, such as visual prompts and signing. Developing greater consistency in the use of these approaches throughout the day would help staff to remove barriers to children's attention, listening and understanding.

Opportunities for developing physical skills are freely available, as children use climbing equipment, both indoors and outdoors. This allows children to build confidence and resilience while giving them chances for independent risk taking. Staff are particularly effective at supporting children's physical progress by encouraging them verbally without directly helping them.

Achievement: Expected standard

All children develop skills across all areas of learning and make consistent progress from their starting points. Children typically improve their communication skills through storytelling, singing and focused adult-led activities to enhance their vocabulary. However, agreed strategies to support all children's communication skills are not used consistently and this hinders their levels of achievement.

Children develop physical confidence with activities set up both inside and outside. They practise climbing and balancing and enjoy using wheeled toys. They also develop fine motor skills while exploring everyday objects, inset puzzles and pop-up toys. For example, they practise opening and closing containers that they find in treasure baskets.

Children acquire the skills needed for their next stage of learning. They show increasing independence in routines, such as putting on their shoes, tidying up resources and managing personal care. Children are well prepared for the next stage of their learning.

Behaviour, attitudes and establishing routines: Expected standard

Staff build warm and trusting relationships with children and know them well. This helps children feel safe, confident and ready to learn. Staff continually provide positive praise and reinforcement. This helps children learn how to behave well. Children play together happily and are developing good social skills. For instance, while waiting to have a turn 'driving', one child pushes another in a toy car.

Staff act as role models and always promote good manners. They model saying please and thank you. Staff consider each child's developmental stage. For instance, younger children wash their hands at the table, while older children go to the sink to wash their hands. Sometimes, staff use communication strategies, such as visual prompts and signing, to enhance children's attention, listening skills and understanding. Continuous use of this throughout the day would help children to understand routines and reduce barriers to learning.

Leaders collaborate closely with parents to explain why regular attendance matters. This helps children have regular routines, promoting their emotional security in the setting from an early age.

Children's welfare and wellbeing: Expected standard

Children have warm, supportive bonds with their key person and use them for reassurance when needed, such as when they want a hug. Staff know children well and use their understanding of children's individual needs to respond sensitively and appropriately. As a result, children show confidence and emotional security in the setting, including those who face barriers to learning or wellbeing.

Staff demonstrate a clear understanding of individual children's needs and intentionally adapt routines, including sleep and rest times, to support their wellbeing. Books about feelings such as being sad or proud are shared and simplified by staff for the age of the children.

Children show independence and are starting to look after their own needs. For instance, they find their own shoes and hats. They have opportunities both inside and outside to take physical risks and learn how to move, climb and slide safely.

Leadership and governance: Expected standard

The leadership team work well together. They are ambitious and continually work with staff to improve outcomes for all children. Leaders are responsive to children's individual needs, including those children who may face barriers to learning. They recognise that effective liaison with other agencies and professionals is vital to ensuring that children's needs are identified and addressed promptly. However, this does not always happen as quickly as it should. As a result, some children experience delays in receiving the support they need. Additionally, fully integrating communication strategies, such as visuals and Makaton signing, into the curriculum will reduce barriers for any child not yet speaking.

Leaders are reflective and demonstrate a commitment to continuous improvement, such as continuing to enhance staff skills and knowledge. For example, staff have recently had training to improve their knowledge and understanding of special educational needs and/or disabilities. Staff report that they are well supported and enjoy working in the setting. They have opportunities for continued professional development. Leaders provide ongoing mentorship and support, which helps staff to develop in their role.

Partnerships with parents are effective. Parents and carers provide positive feedback about the nursery and comment that their children make good progress. They particularly value the effective arrangements for supporting children's transition to the linked Montessori toddler setting and report that their children are well prepared for this next stage in their learning. Parents speak highly of the leaders and staff and appreciate opportunities to build relationships with other families through planned weekend get-togethers, such as visits to the local library.