College Fields Montessori Nursery School

What is it like to attend this early years setting?

Leaders have responded swiftly and effectively to the actions identified at the previous inspection, demonstrating a clear commitment to raising standards. Working in close partnership with the local authority, they have ensured that staff access a wide range of targeted training. Curriculum planning is now more intentional and structured, while remaining responsive to children's interests and developmental needs. Staff meetings reflect a strong understanding of curriculum intent and progression and are used effectively to support children's good progress, including those with special educational needs and/or disabilities.

Creative learning is continuous and responsive to seasonal changes, providing rich opportunities for painting, mark making, and junk modelling. Children engage with natural materials such as conkers, leaves and feathers, fostering curiosity and exploration. Staff reinforce resilience and fine motor development effectively by praising perseverance in tasks like cutting with scissors and completing puzzles, supporting sustained engagement and learning progression.

Books and stories are carefully chosen to reflect current learning themes, such as health, seasonal change and growing vegetables. Storytelling is highly engaging, with staff using dynamic tone, repetition and physical interaction to capture children's attention. Children listen attentively, immersed in the experience as they settle comfortably on floor cushions.

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

• Communication and language development is a clear priority, supported by songs and group activities that reinforce learning. Children benefit from enriched vocabulary, such as the use of terms like 'nocturnal', which prompts meaningful discussion and supports their language acquisition. However, staff engagement varies. Some practitioners extend learning effectively through skilled questioning and positive reinforcement, while others take a more passive, supervisory approach, missing opportunities to deepen understanding.
• Staff promote independence, responsibility and fine motor skills effectively through purposeful practical life activities. Tasks like sweeping and using busy boards foster autonomy and self-help abilities. Embedded self-care routines enable children to confidently manage water stations, use utensils and handle mealtime tasks. They are consistently encouraged to take ownership of dressing, eating and potty training, building self-confidence, independence and healthy habits.
• Staff model positive behaviour and actively support children's emotional well-being through activities like relaxation sessions, which promote calm regulation, mindfulness and body awareness. However, they do not consistently use language to help children understand and manage their behaviour. Inconsistent expectations and limited guidance during routines, such as tidy-up time, lead to missed opportunities to reinforce rules and support behavioural understanding.
• Parents receive regular updates, photos and emails outlining their child's progress and next steps. They describe the provision as 'fabulous' and value its focus on individual development and consistent routines. Key persons build strong partnerships with families, offering tailored guidance on healthy eating, mealtime routines and home learning, such as advice on potty training.
• Leaders show a clear understanding of the setting's progress and identify areas for improvement effectively. They foster a reflective culture through peer observations and constructive feedback, encouraging staff to evaluate their practice. Ongoing professional development strengthens staff's skills and confidence, with team members speaking positively about the support and training they receive.
• The setting fosters a culturally rich learning environment by valuing family and community diversity through festivals, food, music and pretend play, strengthening children's sense of belonging and identity. For example, parents visit to play Greek music while children enjoy traditional Greek food.
• Children enjoy outdoor play and show strong gross motor skills and core strength through activities like ladder climbing and beam walking. The outdoor environment supports physical development effectively, offering varied opportunities for digging, biking and den building. Resources such as books and chalk further enrich play and engagement in the garden.
• Children learn how to stay healthy through engaging, hands-on activities. For example, during a planned experiment using pepper, water and soap, they observe with excitement as the pepper disperses, demonstrating how soap removes germs. Staff use this opportunity to explain clearly the importance of handwashing, linking practical learning to real-life hygiene practices effectively.

What the setting must and should do next

The provider should:

• strengthen interactions with children to help staff recognise teachable moments and when to allow children more time to explore their ideas further
• help children gain a deeper understanding of why rules are important by providing clear and consistent explanations.