Eden Montessori Nursery

What is it like to attend this early years setting?

Staff have developed close and secure bonds with the children. As a result, children are settled in this welcoming and positive environment. Children smile as they arrive, and they are eager to explore the many exciting activities staff have planned for them. Staff form warm and caring relationships with children and value them highly as individuals.

Staff find out about the home care routines for all children, which helps children to settle easily into the nursery. Staff are clear about their expectations and explain why certain behaviours are not acceptable. They have high expectations of all children, and children behave very well. Children are confident and motivated to learn. Staff ensure they take time to get to know all children individually. They know children's interests and plan activities that engage all children. All children make good progress in their learning and development.

Staff encourage children to value healthy routines, such as enjoying healthy meals and snacks. They interact warmly with children during nappy changes and while washing hands. This supports children to feel safe and secure. Staff teach children about the importance of keeping safe, for example covering mouths while coughing, wiping noses and putting tissues in the bin. Children remind each other about these behaviours.

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

• Children have plenty of opportunities to develop their language and learn new words. They listen to stories, have relevant and meaningful conversations with staff and enjoy singing songs. However, on occasions, some staff do not provide sufficient time for children to consider and answer questions posed to them to further extend learning. Overall, all children, including children who speak English as an additional language, make good progress in their communication and language development.
• Staff know the children well and regularly observe and track their progress. They plan exciting activities based on children's interests, what they know and what they need to know next. Any gaps in learning are quickly identified. Leaders ensure the curriculum is well sequenced, ambitious and challenging for all children.
• Staff plan regular outings to the library, local shops, restaurants and bank. They use these outings to support children's understanding of the world around them, what makes them unique and to make connections with their local community. This supports children to develop a sense of identity and valuable social skills for the future.
• Children behave very well and are curious to learn. They build positive relationships with their friends and staff. They focus on activities well. Children are kind to each other and support each other when they need help. Staff praise children as they learn new knowledge and skills. However, on occasions, staff do not manage routines and transitions for younger children well. This can lead to some children not always being engaged in their learning and feeling restless.
• Children have a wide range of opportunities to develop their independence and self-care skills. At mealtimes and snack times, children serve themselves and access water. Children make choices in their own play and independently access resources. Older children understand the importance of tidying up after themselves and wiping up spillages to keep them safe.
• Partnerships with parents are strong. Parents talk positively about the setting and the progress their children make. Staff provide regular updates on children's progress and information on what children are learning and their next steps. Parents discuss that this helps support their children's learning at home.
• Leaders and managers support staff in their practice well. There are lots of opportunities for professional development that supports staff's teaching skills. For example, staff have completed recognised childcare qualifications. Supervision arrangements are used effectively to identify and support staff's needs. This has had a positive impact on children's learning and staff's well-being.
• Staff receive guidance and support from leaders. They put in place and follow policies and procedures to ensure the setting runs safely. Leaders and staff have good knowledge of safeguarding and child protection issues and know how to report concerns. Daily risk assessments are carried out before the children arrive, and the provision is clean and safe.

What the setting must and should do next

The provider should:

• support staff's understanding of supporting children's language development to extend learning
• consider routines for young children so they are consistently engaged during transitions.