Forest Hill Montessori Nursery

Inclusion: Strong standard

Leaders and staff consistently make a difference to the learning experiences of every child, including those with special educational needs and/or disabilities (SEND) or other barriers to learning. Staff are highly skilled at swiftly identifying and assessing needs and then implementing adapted techniques to best meet the needs of the children. Staff use ongoing assessment and seek advice from internal special needs coordinators, and then share this information with relevant professionals where needed to ensure children receive the most appropriate care and learning experiences. Leaders and staff have effective partnerships with relevant professionals and the local authority, which ensures any barriers are addressed and well supported in the best interests of all children. For example, staff work closely with speech and language specialists and share techniques to implement in the setting for consistency and to ensure children with barriers to their speech and language development have alternative techniques to communicate. Key persons are well informed and knowledgeable about the varying needs of the children, and they make suitable adaptations to ensure every child has equal access to the high-quality curriculum. For example, staff support children who speak English as an additional language by using word banks and stories from their home languages to support language development and create an inclusive environment for every child.

Curriculum and teaching: Strong standard

Staff offer a high-quality and inclusive curriculum that aims to set high standards for children's learning experiences. In the older age groups, specialist trained staff work together to implement learning experiences that support their teaching style and chosen methodology. Staff reflect through frequent planning and evaluation to ensure all children are receiving rich learning experiences that support each area of learning. Staff also regularly review techniques and individual learning plans to ensure the curriculum is an entitlement to every child and it is suitably adapted to meet the individual needs of every child, including those with special educational needs and/or disabilities or with other barriers to learning.

Through effective planning, staff deliver a range of activities and learning experiences that support each area of learning. Staff ensure that children's physical development is always well supported, and they use the large outdoor areas to further enhance this. Children have a love for books, and, in each room, children can be seen exploring stories and engaging in story times either independently or as a group focus activity. Staff are well trained and supported to understand the importance of delivering an ambitious curriculum. Leaders have oversight, and, through methods such as observation and reviews, they ensure that the curriculum is consistently being delivered and children are being suitably challenged and supported in their learning.

Achievement: Strong standard

Children are well prepared for their next stage of learning, and they demonstrate secure and continuous achievement in all 7 areas of learning. Older children are ready for their school transition, and they have the required knowledge, independence, behaviour and eagerness to learn, which will support this transition effectively. Children consistently build on their knowledge, and, through a range of stimulating learning experiences, they continue to learn. For example, where children express an interest in transport and emergency vehicles, staff then extend this learning by offering costumes, such as those of police officers and bus drivers, for the children to engage in role-play experiences. Children are well supported with their independence, and, because of this, children are growing their independence skills and are ready for the next stage of learning. Younger children begin to use small jugs to pour their own water at mealtimes, and older children have a fully independent water station that they help themselves to throughout the day.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff consistently embed high expectations for children's behaviour, with a secure routine implemented that supports children's understanding and overall attitude to learning. Leaders share their attendance policy and expectations with parents, with a sharp focus on the importance of routine attendance. Staff use a consistent approach in dealing with behaviour, and, as a result, children positively benefit and can self-regulate and discuss their feelings. Children of all ages are encouraged to manage their feelings and regulate their emotions. As a result of this, where age and stage appropriate, children are excellent problem-solvers and demonstrate positive behaviour and understanding of behavioural expectations. For example, children vocalise when they do not like something that another child is doing, and they listen to one another. They are then able to resolve their conflict without the need for adult intervention.

Children of all ages demonstrate a secure understanding of the consistent routine. Younger children recognise it is snack time while outside, and they gather to sit in the allocated area, wipe their hands with a cloth and patiently wait for their snack to be served. Children are eager to learn and explore, and they are highly focused as they engage in a stimulating range of learning experiences. Older children demonstrate positive attitudes to learning and excellent behaviour, which will help support them with the transition to school in line with behavioural expectations. Staff are attentive and skilful at adapting learning experiences and routines to meet the needs of children with special educational needs and/or other barriers to learning. As a result of this, every child demonstrates a calm and positive attitude to learning and comfort in the routine. For example, methods such as 'Now and Next' boards are used to communicate with children who require support with their behaviour. This supports the understanding of expectations where age and stage appropriate.

Children's welfare and wellbeing: Strong standard

Leaders and staff have created a welcoming, inclusive and homely environment. As a result of this, children are confident, social, well settled and thriving. Every child is celebrated as an individual, and staff have a secure understanding of each child's interests, progress, barriers to learning and unique characteristics. Leaders ensure policies and training reflect relevant changes to best support the wellbeing of children. For example, leaders have implemented changes to sleep practice, which supports updates in the requirements for safer sleep.

Children have consistent free-flow access to a wide range of outdoor spaces. Staff ensure the garden is an extension of the classroom, where children can continue to learn and explore. Children's physical development is well supported through a range of planned activities, such as beams and balancing, and child-led play, such as racing on bikes around the track or using the climbing equipment.

Highly effective hygiene practice supports the children's personal care needs and their overall health and wellbeing. Staff are attentive to the needs of the children and swiftly respond to ensure children are comfortable, such as changing wet clothes immediately after water play. Children are highly independent with their own care needs. They use tissue stations to clean their faces when needed and then dispose of the tissues and clean their hands. Children have a constant flow of fresh drinking water available to them, and older children serve themselves water throughout the day where age and stage appropriate.

Leadership and governance: Strong standard

Leaders are committed to the continuous growth of the provision, and they are highly ambitious for the quality of care and education provided to every child. Leaders are also adaptive and work with professionals such as local authority early years coordinators for continuous professional development, ongoing training and overall support and guidance in line with key changes to requirements. Leaders and staff demonstrate a culture of high expectations and professionalism. Using methods such as formal supervision and ongoing training, staff are well supported and equipped to fulfil their role in line with the high standards and attitudes desired. Staff praise leaders and share that they feel well supported with their workloads and they have a sense of pride in their roles, due to the ongoing support and recognition received from leaders.

Leaders have created a welcoming and inclusive environment for parents, and they strive to have secure, positive and open parent communications and partnerships. Parents' feedback is highly rewarding and a celebration of the leaders and staffing team, with positive views overall on the learning and care their children receive, and praise for the culture created in the setting. Leaders and staff value the importance of professional partnerships with parents, and they offer a range of events to support this. For example, events such as Father's Day and Easter parades are opportunities for parents to be involved and build relationships with staff and other parents. Leaders also value the local community, and, through outings and events, they ensure children are well linked to the community to create a sense of belonging and engagement.

Leaders are adaptive and work closely with external professionals to swiftly implement actions and ensure the best outcomes are achieved. For example, leaders immediately act on any risk assessments identified in the setting to ensure it remains safe and suitable for the children.