Docklands Montessori Day Nursery & Preschool

Inclusion: Expected standard

Staff monitor children very closely to pick up on any gaps in learning. For instance, they carry out monthly progress checks and use this information to determine whether a child is in need of extra support in their learning. Staff speak to parents about any concerns they observe regarding a child's progress and give them appropriate advice such as to contact their local doctor or health visitor for further advice. Staff make skilful adaptations to activities to support children with special educational needs and/or disabilities (SEND), and other vulnerable children. For example, they use visual cues and gestures to support children with SEND. Staff have regular meetings with parents and others involved in the care and learning of children with SEND. They use these meetings to exchange information and draw up individual plans for children. Staff have attended training in autism awareness and this has led to more understanding in this area and adapted support for children.

Curriculum and teaching: Expected standard

Overall, the curriculum is wide, varied and linked to children's interests and skills. Staff make any necessary adaptations to curriculum activities to meet the needs of children with special educational needs and/or disabilities, and other vulnerable children. All children, no matter what their starting points, generally make secure progress.

Staff prioritise children's communication, language and literacy skills, physical and personal, social and emotional development. For instance, staff take children to the local play area each day where they use a range of equipment, such as frames to climb across. Staff organise obstacle courses and ball games to help children to develop physical coordination skills. Younger children learn how to move themselves along as they hold onto low set furniture arranged to support their walking skills. Children gain secure fine motor skills as they use tweezers to transfer small items from one container to another.

Generally, staff help children to gain effective communication, language and literacy skills. Staff read stories with children who listen attentively and learn new words. Older children learn how letters are formed, for instance as they trace sand paper letter shapes with their fingers. Younger children sing songs and rhymes where they learn new words. However, on occasion, staff do not consistently maximise opportunities to precisely extend older children's vocabulary and deepen their language during activities. As a result, older children's communication, language and literacy skills are not consistently developed to the highest level across all activities. Staff play games where children identify an object in a tin from the sound it makes when shaken. However, at times noise levels are quite high due to group organisation and this sometimes prevents children from listening effectively. This means that on occasion older children's listening skills are not fully effective to help them to excel in their learning and development. Staff support children's mathematical development successfully. Older children put graded bricks in size. They practise their counting skills as they match the number of rods to written numerals.

Achievement: Expected standard

Generally, all children make secure progress in their learning and development, whatever their starting points. Children gain effective independence skills. They choose different tray activities and put them away carefully when finished. Children serve themselves at meal times and wash their used plates and cups. Younger children learn to feed themselves. Children develop secure mathematical skills. They learn names of different shapes and use mathematical language to compare size and weight. Children develop secure physical skills. Younger children learn to crawl and walk while older children learn how to climb and balance effectively. Overall, children gain secure communication, language and literacy skills. They practise their communication skills as they take part in pretend play in the home corner. Children develop a love of books and learn about story structure.

Behaviour, attitudes and establishing routines: Expected standard

Staff establish positive relationships with children, for example by smiling at children and by getting down to their level. They encourage children to do their best by praising them explicitly for their efforts in all things. Children are enthusiastic and excitedly talk about showing their hand-made perfumes to their parents. Staff teach children to share and to take turns, for instance younger children learn to take turns to choose a nursery rhyme character at group song time. Staff manage children's behaviour successfully. They use a range of strategies that are suitable for children, including those with special educational needs and/or disabilities (SEND), and other vulnerable children. Staff share group rules with children, such as to be kind to others, and children know what is expected of them. They talk to children about any disagreements they may have with other children and help them to find a fair outcome. Children get along well with each other. For example, they make hand print paintings together and talk about the patterns they make. They concentrate well on tasks and engage with different activities. Staff make any necessary adaptations to routines to meet the needs of children with SEND, and other vulnerable children. For example, they use hand signs and symbols to help children to understand daily routines. Children attend regularly and this supports their progress and helps them to build friendships with others.

Children's welfare and wellbeing: Expected standard

Staff regard children's safety with high importance. They carry out risk assessments throughout the day in all areas to reduce the risk of hazards. Staff ensure that food provided by external caterers is served at the correct temperature and is safe for eating. They teach children how to be safe. For instance, they teach children about road safety and children walk safely indoors. Children tuck their chairs in when leaving a table to reduce the risk of accidental tripping. Leaders provide nutritious meals and snacks that cater to all dietary needs. Staff teach children about healthy eating through simple discussions. For instance, children talk about how strawberries are good for their health. During meal times, staff sit with children to create a relaxed, safe and well-supervised environment. Staff maintain safe routines for activities, like sleep time, and make necessary adjustments for children with special educational needs and/or disabilities, and other vulnerable children. During sleep periods, staff stay close and check on children regularly.

Children learn to understand and express their emotions. Every morning, staff greet them and ask how they feel. Children then match their name to an emotion card to register their mood. Because of these warm and trusting relationship, children feel comfortable seeking staff for support and reassurance.

Leadership and governance: Expected standard

Leaders support and monitor staff effectively. They meet up with staff individually on a regular basis to discuss and support their work. Leaders encourage staff to observe and learn from each other to improve and share best practice. They are committed to the continual professional development of staff and staff have attended various training sessions. For instance, they completed a course on supporting children learning English as an additional language which led to greater awareness in this area. Leaders promote staff wellbeing, for instance by providing meals and snacks at staff meetings. Staff say they feel valued and motivated in their roles. Leaders consider all aspects of the provision and include staff and parents' views. They determine suitable goals to build ongoing improvements. Staff work effectively with parents and provide daily updates on children's progress and wellbeing. They do this in flexible ways to meet the needs of parents, such as secure electronic messaging and daily verbal feedback. Parents support their children's learning in effective ways. For example, children take it turns to take home a bear and talk about his adventures when he is returned. This helps to support children's communication skills.