Dove Tree Montessori Nursery Limited

Inclusion: Expected standard

Overall, leaders generally have a secure understanding of how to identify children's needs and provide appropriate support to reduce barriers to learning, including for children with special educational needs and/or disabilities (SEND) and those who speak English as an additional language. Adults identify when children need extra help, and work closely with parents, carers and external professionals to put strategies in place. This enables children to access the provision and make progress from their starting points. However, very occasionally, staff do not skilfully adjust their practice to recognise when children may need more sensitive support and engagement.

Leaders monitor children's progress carefully and adapt support as children's individual needs change. They draw on the expertise of a range of professionals to strengthen practice and improve outcomes for children. For example, adults work with speech and language therapists to develop strategies that help children follow instructions. They also adapt the environment and plan targeted activities to support children in developing their large-muscle skills, balance and coordination. These well-planned interventions have a positive impact on children's learning and development.

Leaders ensure that decisions about spending additional funding are linked to each child's individual needs. Adults who support children with SEND receive targeted training to strengthen their knowledge and skills, enabling them to implement agreed strategies consistently. Adults create focused support plans in partnership with parents and carers, keeping families informed about their children's progress and involving them in reviewing the support provided. This collaborative approach provides consistency between home and the setting and helps children achieve well.

Curriculum and teaching: Strong standard

Adults provide a carefully planned curriculum that promotes children's engagement, independence and social and emotional development. Leaders have a clear intent for children to develop confidence, resilience and positive relationships. The curriculum draws on Montessori principles, alongside the statutory early years curriculum, supporting independence, concentration and sustained self-directed learning. Adults implement this consistently through well-established routines, secure attachments and purposeful interactions that support children's emotional wellbeing.

Adults implement a structured 'work cycle' that enables children to build securely on what they already know. For example, children use tools, such as hammers and nails, to strengthen small muscles before creating increasingly complex patterns, including geometric shapes. Children sustain concentration, persevere when challenged and take pride in their achievements, developing fine motor skills alongside their understanding of shape and pattern.

Adults plan meaningful opportunities for children to develop social skills, including turn taking, sharing and cooperative play through group and child-initiated activities. They support children to recognise and manage their emotions by modelling language, naming feelings and providing consistent guidance. Adults promote early mathematical understanding through everyday routines, such as counting, sorting and using mathematical language during play.

Children become highly engrossed in science activities as they explore which objects float and sink in water. Knowledgeable adults make the most of learning opportunities to deepen children's learning and relate it to their own experiences. For example, when exploring why some objects float, adults help children link this to times when they have floated in a swimming pool or in the sea on holiday. This helps children strengthen their understanding by making meaningful connections between new learning and what they already know.

Achievement: Strong standard

All children, including children who speak English as an additional language and those who face barriers to learning, achieve consistently well from their starting points. Children make rapid progress and achieve above the levels expected for their age and stage of development across all areas of learning.

Activities are purposeful and provide children with age-appropriate learning experiences that support their ongoing development effectively. Children learn and embed new skills securely and build on what they already know. As a result, children demonstrate high levels of confidence and become independent, motivated learners who achieve exceptionally well.

Children develop high levels of self-esteem, as they receive praise and positive reinforcement. This enables them to develop a determined and enthusiastic approach to learning. From the earliest stages, communication and language are prioritised, with children confidently using ambitious vocabulary throughout their day. Children routinely make independent choices in their learning and demonstrate curiosity, persistence and pride in what they achieve. Children are very well prepared for their next stage of learning, with transitions carefully planned and supported to help them feel confident and secure.

Behaviour, attitudes and establishing routines: Strong standard

Children demonstrate impeccable behaviour throughout the setting, reflecting the nurturing environment and clear expectations established by leaders and adults. Children share resources willingly, speak kindly to their friends and model positive actions, creating a culture of kindness, respect and care. They concentrate for sustained periods and take pride in their achievements. All children develop strong independence, managing self-care routines such as serving food, cleaning up, and making choices in their play. Adults consider children's age, stage of development and individual needs, providing encouragement and support that enables children to develop confidence and resilience.

Children build positive relationships with each other and are supported to learn how to collaborate and get along with others. For example, children work together to move seats to create a stage so they can sing together, demonstrating cooperation and shared enjoyment. Adults use praise and positive reinforcement effectively to celebrate children's efforts and promote confidence. Leaders recognise the importance of regular attendance and punctuality and work closely with families to ensure children arrive calmly, on time and ready to engage positively in their learning.

Children's welfare and wellbeing: Strong standard

Adults build warm and responsive relationships with children and support their welfare and wellbeing through daily interactions. Each child's key person forms secure and responsive relationships with children from the time they start. This highly effective key-person system enables adults to know each child well and respond sensitively to their individual needs. Strong partnerships with families ensure that adults maintain an up-to-date understanding of children's routines and changing circumstances. This provides the consistency children need to feel secure and emotionally well supported.

Adults use the information they gather from parents to tailor care routines to children's individual needs. For example, sleep routines are adapted as children's needs change, providing continuity between home and the setting. Adults recognise when children need different strategies to help them regulate their emotions, and adapt their approach accordingly. As a result, children develop secure emotional wellbeing, and those who face barriers to learning receive the support they need to thrive.

Children's physical health and wellbeing are promoted effectively. They enjoy healthy meals and snacks and learn about healthy lifestyles through everyday experiences. For example, children prepare fruit, discuss healthy food choices and use age-appropriate knives and cutters safely. These experiences help children develop independence, understand how to keep themselves safe and build confidence in their own abilities.

Leadership and governance: Urgent improvement

Leaders have not ensured that child protection procedures are implemented effectively. They do not always take immediate action or seek advice from safeguarding agencies when concerns about children's welfare are identified. As a result, children are not always safeguarded at the earliest opportunity.

Leaders understand the setting's strengths and have established a well-organised and ambitious curriculum with clear expectations for all children. They are fully involved in children's learning and show commitment to providing high-quality education. Leaders recognise where further improvements are needed, which enables them to continue to review and develop the quality of the provision.

Regular supervision helps to identify gaps in adults' knowledge and skills. Leaders use this information to plan focused training and support to strengthen practice. They acknowledge that some adults need further support to build confidence in their interactions with children. Staff feel valued, display dedication and enthusiasm, and demonstrate secure knowledge that supports consistent practice across the setting. Leaders consider staff wellbeing and workload through professional discussions and planned meetings.

Partnerships with parents are strong. Parents speak highly of leaders and staff and appreciate frequent communication about their children's wellbeing and progress. Leaders provide ideas to support parents to continue children's learning at home, and work closely with families to promote children's development and independence.