Claygate Montessori School

What is it like to attend this early years setting?

Children are extremely happy and settled. On arrival, they eagerly get involved in a range of activities that excite and motivate them to learn more. They make exceptional progress in the language-rich, inspirational setting. Their learning is seamlessly supported by highly skilled and knowledgeable staff, who consistently use children's emerging interests to help children make the best possible progress.

Children are highly motivated to learn and excel in their learning. For example, younger children learn to use tools, which they skilfully use to attach wheels to play cars. Staff model language extremely well. They support children to learn and use an exceptional range of vocabulary. Children remember the words they have learned, such as 'engine', when talking with staff during their play.

Staff have high expectations for all children. They adapt the learning environment and activities so that all children make the best possible progress. Children help themselves to an exciting range of resources. They are extremely keen to have a go and practise what they learn. Older children's pre-reading and pre-writing skills are extremely well supported. For example, children thoroughly enjoy writing shopping lists for the cakes they plan to make and show great interest in print. Staff fully extend this learning by introducing books and looking at recipes with children.

Children show exemplary behaviour. They respect and value their environment and treat each other with kindness, sharing and taking turns. They flourish with the close emotional attachments they have with the staff. Children show that they feel safe and secure by consistently inviting adults into their play.

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

• The manager is highly reflective and focuses strongly on continually raising the standard of the already outstanding provision. She provides staff with an outstanding role model who successfully influences their high-quality interaction with children. As a result, there is an extremely consistent approach to the implementation of the ambitious curriculum, and children make the best possible progress. Staff are extremely well supported by the dedicated manager, as she places a high priority on their well-being.
• All children, including those who receive funding, those who speak English as an additional language (EAL), and those with special educational needs and/or disabilities, get the best start in their education. Staff have an excellent understanding of each child's individual needs. They skilfully use every opportunity to extend children's learning and help them develop the skills they need for the future. For example, they introduce leaf-rubbing activities that help children to develop the physical control and muscles they need when they begin to write.
• Children behave exceptionally well. Staff skilfully role model behaviour that successfully helps children know what is expected of them. Staff establish routines and display pictures that they use to support children to make choices, develop independence and learn to respect their environment. During the inspection, children confidently chose resources and knew where to put them away when they had finished using them.
• Parents report that they are delighted with the care and education their children receive at this outstanding provision. They speak highly of the exceptional progress their children have made since starting at the setting and feel fully involved in their children's learning. They particularly report how their children have grown in confidence and developed exceptional language skills due to the curriculum they are offered. They fully value the daily discussions they have with their key person.
• Staff demonstrate a deep understanding of children's learning needs and consistently deliver high-quality interactions that build on children's speech and language skills. For example, children enthusiastically take part in group time to join in discussions about going to the dentist. Staff use words like 'molar' and 'cavity' to extend their knowledge about oral health. This helps children to build their vocabulary and develop secure and strong foundations for their future learning.
• Staff work closely with parents from the outset to find out about children's home life and previous experiences. They support children who speak EAL to learn words that become familiar and to use pictures so that they can communicate their needs effectively. As part of the curriculum, staff offer children rich experiences and support children to develop an understanding of communities beyond their own. They talk about different festivals children may celebrate, such as the Bulgarian festival Buba Marta Day, where they welcome spring. They also learn simple words in French through regular visits from a teacher.