Cookham Montessori School

Inclusion: Strong standard

Leaders and staff systematically apply thorough assessment systems that ensure the needs of every child are accurately understood. Effective systems of targeted support are implemented. When appropriate, additional advice from other professionals, including speech and language therapists, is arranged. However, no time is lost in implementing tailored support to the child before waiting for specialist advice. As a result, children meet age-related milestones without delay.

Children who are eligible for early years pupil premium are monitored carefully. The manager's approach to spending the grant is flexible and considers each child separately. Collaborative conversations between families and staff maximise outcomes for all children. Staff are intent on reducing any barriers to learning. For example, they buy picture flash cards to encourage children to develop their language skills. Allocating the early years pupil premium to include all children on local trips ensures the curriculum is aligned to what each child's developmental needs are, and they flourish.

Where children are known, or previously known, to social care, leaders and staff are highly vigilant in building strong and positive relationships that prioritise children's wellbeing. Leaders recognise that the key-person, child and family relationship provides the foundation, allowing children to feel emotionally secure and thrive.

Curriculum and teaching: Strong standard

Leaders and staff have high expectations for every child and deliver an ambitious curriculum. This builds knowledge and skills, step by step, from individual starting points. Age-appropriate goals define what children should know and do before school. For example, children scoop, pour, mix and follow instructions to make cloud dough. This develops hand strength, coordination and turn-taking, laying the foundations for children to bake bread independently later in the year. Effective assessment identifies existing knowledge and next steps. Staff regularly share these with families, and the learning continues at home.

Staff quickly identify gaps in learning and adapt the curriculum accordingly. For example, if a child is not meeting expected speech milestones, staff use their favourite toys to encourage communication. They provide a running commentary and model simple sentences. Repeating the word 'stop' encourages the child to copy and use it independently. Children rapidly gain and apply new vocabulary. Skilled teaching through effective interactions is embedded in daily practice.

Leaders prioritise communication and language throughout the curriculum. Children develop a love of books. They ask staff to read their favourites and explore books independently. Poems linked to learning themes help children remember and use new language. Children spontaneously sing 'chop, chop, choppity chop' as they divide dough, demonstrating recall, enjoyment and confidence. Children learning English as an additional language join in enthusiastically and remember the familiar words.

Achievement: Strong standard

Children make excellent progress from their starting points. Children who speak English as an additional language rapidly learn new words and become confident speaking to others.

Younger children develop early maths concepts. When reading their 'favourite' books, they listen and respond to staff encouraging them to count the number of gazelles or to count the candles in their play dough cakes. They notice which is the tallest or shortest and enjoy repeating the numbers one, two, three. Older children develop a deep understanding of number and match corresponding amounts, starting with smaller numbers and progressing to larger ones. Routines enable children to practise activities over time until they have mastered them.

All children are very well prepared to transition effectively between distinct stages and on to school. Leaders and staff are committed to ensuring all children, including those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing, learn foundational knowledge and essential skills to support them. Families celebrate this. They appreciate the detailed information shared of the small steps their children practise to support a bigger goal. For example, they learn that matching socks and folding them into pairs can support the development of fine motor skills which, with practise, can develop hand strength in preparation to hold a pencil correctly.

Behaviour, attitudes and establishing routines: Expected standard

Children typically behave very well. Staff are attentive in teaching children to treat others with kindness and care. If children need additional support, the key person plays alongside and encourages the child to ask, 'Can I join you?' Repeating this regularly has significant impact. Children quickly respond and develop excellent social skills. Children play alongside each other collaboratively, sharing equipment when their friends ask. Younger children start to play together, to build their confidence around other children and to take turns because adults encourage them.

Leaders and staff have high expectations for children's behaviour and attitudes to learning. Policies are reviewed and shared with staff regularly. Leaders have systems in place to observe and monitor staff performance. Staff generally implement behaviour policies consistently. However, on occasion, when the teaching time is too long, staff do not adapt accordingly. Children become restless. They are unable to show their best possible behaviour. When this happens, staff do not always implement the agreed policy and support children's behaviour effectively.

Leaders support families to understand the importance of regular attendance and punctuality. When children are late or absent without reason, this is diligently investigated. Children develop regular patterns of attendance.

Children's welfare and wellbeing: Expected standard

When children start, they quickly develop warm, positive and nurturing relationships with staff. For instance, when children start and are unsure about leaving their carers, staff are extremely attentive. They adapt routines to help children feel secure. Key people prioritise establishing positive relationships with every child. This provides a secure foundation for future learning. As a result, new children rapidly gain confidence and settle immediately. If children begin to worry about wanting to go home, key people are kind and caring. They chat to the child about what they are doing and what will happen next, skilfully distracting them. This supports children to manage emotions and refocus.

Leaders are responsive to changes in statutory guidance and ensure the safety of children is of paramount importance. For example, they fully understand how to keep children safe during sleeping and eating. All staff have paediatric first aid and sit facing the children at mealtimes to minimise any risks. During snack time, children wash their hands and serve fruit with their hands from a bowl. However, they do not wash their hands again after putting their fingers in their mouths before taking more. This increases the risk of cross-infection.

Leaders offer guidance to families about healthy food choices and adapt this to each child's circumstances. Observing that some younger children cannot yet sit safely on a chair for meals, they explore ideas on how this can be practised at home. Families value this advice and work collaboratively. As a result, children learn to keep themselves safe.

Leadership and governance: Strong standard

Leaders are focused on securing excellence for all children. Their aim is for all children, including disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to social care and those with other barriers to learning, to feel safe and very well prepared for their next steps in learning. Leaders are ambitious and implement a thorough development plan. They accurately identify priorities for improvement. Families comment that leaders and staff 'go above and beyond'. This enables high standards of care and education to be tailored around the needs of their children. Any minor inconsistencies are quickly identified and appropriate resolutions implemented.

Leaders celebrate the collaborative relationships they build with families. They provide targeted, individualised guidance where needed, sensitively building trusting relationships with families. Leaders are flexible and attentive, skilfully adapting their approach to account for every circumstance. They create a culture of open and honest communication which allows important information to be shared. This ensures the safety and wellbeing of children is prioritised.

Leaders plan opportunities for professional learning carefully. They provide staff with the knowledge and skills to implement effective strategies to teach children well, while maintaining statutory compliance and enabling staff to develop their subject interests. Regular training days and ongoing supervision meetings create a culture of continuous improvement. The extensive training offer creates a professional and qualified team that is eager to make a positive difference to children's education and care.

Leaders are considerate of staff and have introduced changes to improve their wellbeing. For example, reducing the amount of planning paperwork enables staff to fully concentrate on interacting with children and deliver the curriculum effectively. There is a cohesive working environment. Families are highly complimentary of the stability of staffing. They acknowledge that this provides continuity of care, staff know children well and this maximises children's happiness.