Early Educators Montessori Nursery Goodmayes

What is it like to attend this early years setting?

Children happily arrive to a warm welcome from staff at this highly inclusive setting. Children hang up their coats and self-register before starting their day. They show they are independent, responsible and familiar with the routines.

Leaders and staff have high expectations for children's communication and language development. This includes children who speak English as an additional language. Staff have devised a broad curriculum and plan enticing activities for children to enjoy. They organise the indoor and outdoor areas well. Children build good physical skills and coordination as they pedal and steer ride-on toys. They enjoy role play as they make imaginary meals for each other in the mud kitchen. Children have good opportunities to make choices. They independently select toys to play with and eagerly explore the different areas. Children enjoy lots of sensory play and individual attention from staff.

Staff show that they value children by listening to their preferences and dislikes. They are positive role models, who speak to children in a calm and nurturing manner. Children behave well and display good manners. They have regard for staff, each other and the nursery's resources.

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

• Staff promote children's developing language skills effectively. They offer ongoing descriptions of objects and actions for children during their interactions. Staff clearly emphasise key vocabulary and alternative words for children to master. They make good use of supportive visuals and communication aids for children with a language delay. Children learn to describe toys by their size and colour.
• Staff make good use of opportunities to support children's early literacy. For example, they support older children to learn to say the initial sounds in their favourite words.
• Children develop good self-help skills at the nursery. Staff sit next to children and support them to practise cutting fruits and vegetables using knives. Children learn to manage their toileting needs well. They learn to wipe their own noses. Children dispose of their used tissues appropriately.
• Overall, children concentrate well during child-led play. Staff make good use of these moments to extend children's ideas. They use children's interests to spark conversations and build on what they already know and can do. However, some routine whole-group circle times are not flexible enough to meet individual children's attention spans. Consequently, younger children quickly lose their focus and older children become distracted.
• Staff plan engaging activities that help children to build good small-muscle control in their hands. For example, children enjoy making and kneading stretchy dough from raw ingredients. They learn to count how many spoons of flour they need for their mixtures. However, staff do not consistently provide most-able children with opportunities to develop their critical thinking and problem-solving skills.
• Children develop good self-esteem. Staff affirm children as they play with them. For example, staff positively describe children's features and what makes them unique as they examine their reflections in a mirror.
• Children confidently express how they feel. Staff provide explanations and reminders for appropriate behaviour. This helps children to know the difference between undesirable and desirable behaviour. Staff provide good opportunities for children to learn to name their different emotions. This helps children to say how they feel when they are upset.
• Parents commend the nursery's staff team. They say that their children enjoy being at nursery, grow in their independence and make good developmental progress.
• Leaders ensure that children with special educational needs and/or disabilities receive interventions and individualised support. The nursery's special educational needs coordinator makes sure that children have clearly devised individual educational targets. She liaises with parents and follows the advice of external professionals well. Therefore, all children make good progress.
• Leaders use additional funding appropriately. For example, they have purchased a sensory dark tent. Children benefit from having a calming space to which they can retreat. Staff use this well to help children to manage their feelings and learn to self-regulate.

What the setting must and should do next

The provider should:

• review routine whole-group circle times so that younger children in particular have better opportunities to build their concentration skills
• increase opportunities for most-able children to develop their critical thinking and problem-solving skills.