Ealing Green Montessori School

What is it like to attend this early years setting?

Ambitious leaders create a setting where children thrive. Staff build secure bonds with children and know them very well. They understand which experiences children may not yet have had and plan opportunities to introduce these thoughtfully. To broaden children's understanding of the world, leaders organise exciting outings. This includes visits to the theatre and trips on buses and trains into the local community. These first-hand experiences help children develop confidence in unfamiliar situations and help them to experience an enriching curriculum.

Staff create a well-organised and well-resourced learning environment that allows children to make their own choices. Children select activities and are given time and space to fully explore these. For example, they are absorbed in using different tools to cut play dough. When a child wants to take a photo of their painting, staff support them to do this with a tablet. As a result, children follow their interests and develop a positive attitude to learning.

Staff give children opportunities to take on meaningful responsibilities, such as carrying chairs and helping to set up activities. Consequently, children become considerate of others and show empathy towards their peers. For instance, they fetch mats for their friends to sit on without being prompted. This nurturing approach fosters a respectful and inclusive environment where positive relationships flourish.

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

• The setting builds strong partnerships with parents through regular communication. Staff share strategies on how to support children's progress at home. For example, they share potty training tips. Families are welcomed into the setting through stay-and-play sessions and community events. This collaborative approach strengthens children's development across home and nursery.
• Leaders foster a love of reading by creating cosy spaces where children enjoy snuggling with staff and read books. Children are encouraged to vote for the book they want to hear, which gives them choices and helps foster engagement. They also explore books independently, such as reading quietly outside. This helps children develop an enjoyment of stories.
• The setting promotes children's understanding of oral hygiene through planned activities and daily routines. Staff talk to children about why it is important to care for their teeth. Children are encouraged to practise brushing using toothbrushes and toothpaste. Staff introduce relevant vocabulary like 'cavities' and 'circular' to help children understand the importance of healthy habits.
• The setting provides strong support for children with special educational needs and/or disabilities (SEND). Staff work with parents and external professionals to create personalised strategies, such as visual aids and step-by-step attention-building. Goals are reviewed regularly and shared across home and setting, ensuring consistency. Staff know children's needs well and adapt activities to help all children settle, grow in confidence, and make good progress.
• Staff provide varied, interesting opportunities that support children's creativity and help them to explore and test out their own ideas. For example, children experiment with bubble wrap to create Aboriginal-inspired artwork, developing their imagination and expressive skills. However, on some occasions, staff do not implement learning intentions as precisely as they could to ensure all children achieve the intended outcomes.
• Children learn songs in different languages and explore music and art from a variety of cultures, broadening their appreciation of the world. Parents are regularly invited to share cultural traditions, such as leading origami workshops or cooking sushi. This helps children develop respect and curiosity for other cultures, fostering inclusion and belonging within the nursery community.
• Staff prepare children well for school. They invite an older sibling into the setting to spark conversations about school life, including topics like school unforms, pencil cases and libraries. Staff also share key information with schools, helping ensure a smooth and informed transition for all children, including those with SEND.
• Leaders prioritise staff well-being and professional development. This ensures a stable and reflective team that is focused on ongoing improvement. Leaders actively attend local network meetings to stay updated on current developments. Leaders and staff regularly evaluate their practice, using feedback to continuously improve children's experiences.

What the setting must and should do next

The provider should:

• support staff to implement learning intentions of activities more effectively, so that children consistently learn what is intended.