Cotswold Montessori School

What is it like to attend this early years setting?

Children access a wealth of experiences to enrich their learning and allow them to thrive. There is a sharp focus on children as independent and highly respected individuals. This allows children to develop a strong self-belief in their own abilities. Children display exceptionally high levels of engagement in self-chosen activities. Staff expertly know when to watch, when to listen and when to engage. Children are given the freedom to explore, take risks and learn in context. Staff let children take risks while being well supervised. For example, older children pull themselves along large branches that straddle a climbing area outside. Children understand how to keep themselves safe. They use their hands, legs and feet to propel themselves forward. They climb, then squeeze under and through the large wooden structure. Each element requires children to think about how they must position their body to traverse the frame. 'Look, I go on my knees, I lean forward then I push, swing my legs and jump, like this look'.

Children behave exceptionally well at this nursery. A deep respect for children is demonstrated throughout the setting. This is evident in the positive interactions between staff and children. Staff seek children's consent before attending to their needs. For example, they ask children before attending to intimate care. This means children learn that they have a sense of ownership over their own body. During minor conflicts, staff encourage children to consider the feelings of others, rather than asking them to say sorry. Leaders explain that this is a core value of the setting. Children are supported to understand right from wrong. This means they have the social skills to understand that actions have consequence and to develop empathy for each other.

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

• The manager skilfully combines Montessori practice with the early years foundation stage framework. Children benefit greatly from the inspirational and ambitious curriculum. This successfully provides meaningful experiences for the children. For example, an annual lantern parade involves families and children to welcome in the darker nights and change in season.
• Staff take time to understand what children can do independently. Good quality teaching supports children to build on what they know and can do over time. However, assessment does not always match what staff observe. For example, two-year-old checks could have a sharper focus on what key statements mean in context. Staff may benefit from additional coaching from the very experienced manager in this area. This will enable all staff to identify and support children at the earliest opportunity to make the best possible progress.
• Children develop excellent self-help skills. For example, toddlers patiently wait their turn before independently spooning fruit into crockery. They collect their glass and take it to the table and pour their own drink. Once they have finished, they put their dirty plates into a bowl and leave the table. Older children extend this further by wiping down surfaces, sweeping the floor and washing their dishes at the end of snack. The setting prides itself on the skills it gives children to be independent young people.
• Parents speak extremely highly of the setting and its leadership. Parents share the broader experiences that are available to children. For example, the wide-ranging celebrations of European and world festivals and cultures. Parents feel the setting invests in their children and respects their views. Parents report that the setting offers a space that is safe, nurturing and peaceful, providing children with the opportunity to flourish.
• Children with special educational needs and/or disabilities (SEND) make good progress. However, a sharper focus on what children can do and what additional support is needed in the earliest stages of development would ensure children make the best possible progress in a timely manner.
• Leaders carefully choose resources that encourage concentration, exploration and challenge. Children are extremely enthusiastic, have a positive attitude to learning and develop the skills needed for future learning. Highly qualified and skilled staff use the curriculum to expertly teach early mathematics. Early reading and writing are given high priority in all activities. Staff ensure that children are immersed in opportunities to extend their communication and language skills throughout the day.

What the setting must and should do next

The provider should:

• strengthen further the assessment of children with SEND to precisely and efficiently identify children's ongoing progress to drive standards even higher
• consider ways to consistently monitor, coach and support all staff, to help swiftly recognise and address areas where they may need further support.