Fountain Montessori Nido

Inclusion: Expected standard

Leaders make informed decisions about how best to spend additional funding that children are in receipt of to support their next steps and progress, for example by providing extra resources, training and support. Parents are involved in these decisions. Leaders carefully monitor and review the impact of additional funding. They provide additional staff and resources to support the children when needed. Parents comment on how well the setting identifies and helps their children to receive the additional support they need. Parents have a good understanding of how targeted support plans are helping their children to progress in their development.

Staff receive help from leaders to support all children, particularly those who are disadvantaged, those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing. Appropriate and timely referrals to other agencies are made when needed, including the local authority. Leaders work in partnership with parents and other professionals to secure support and interventions for children, as required. There is a range of training and support to extend staff's knowledge and expertise so they can best support children, and in particular babies, with gaps in their learning and development, although this could be developed further to include all staff.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that reflects children's developmental needs and the context of the setting. Staff understand the leaders' intentions clearly, including the emphasis on early attachment, emotional regulation and preparation for more structured learning when transitioning to the older children's nursery. Across rooms, staff make purposeful use of everyday moments to build children's vocabulary and communication. Staff interact warmly with babies, responding to their babbling and gestures. Practitioners model language and repeat words so babies begin to develop early communication skills. Children approach challenges with confidence and develop problem-solving skills through opportunities to explore and practise independently, such as using the Montessori equipment to promote their reasoning and mathematical skills. Babies are happy to play and explore alongside their peers, and toddlers learn how to share and take turns early on.

Teaching typically supports children's development well, particularly in personal, social and emotional development. Staff adapt teaching appropriately for young children with special educational needs and/or disabilities using specialist guidance, individual plans and small-group interventions to target communication and physical skills. Assessment is used effectively to check what children know and can do and supports staff to adapt their curriculum to meet individual children's needs.

Routines for babies are efficient and calm, enabling secure relationships and uninterrupted opportunities to learn through stories, songs and early communication activities. Typically, experienced well-trained staff extend learning through language and model thinking during focused activities. However, the quality of teaching is not yet consistent. Occasionally, staff do not engage all children and babies effectively, meaning some children and babies do not have the opportunity to learn more deeply from the learning experiences that have been prepared for them.

Achievement: Expected standard

In general, young children and babies achieve well from their starting points. Despite staff being at different stages of their professional journeys, any gaps in learning are beginning to close, especially for children who speak other languages at home. Children appreciate staff's efforts to learn their language and further develop their communication and speech using signing and visual aids. For example, during adult-led activities, children concentrate and focus to develop their understanding of Ramadan.

Children demonstrate independence as they freely access creative materials. They practise using a range of tools to make marks with. Children display increasing control and dexterity. Furthermore, they demonstrate a growing range of vocabulary as they enjoy talking to staff and looking at books together, such as 'Simply Thankful' and 'No More Nappies'.

Additionally, children show skilful balancing and coordination as they use the outdoor equipment. When sweeping and wiping tables, children are learning to care for the environment. Consequently, children are prepared well for the next stage in their education, including the transition to the next stage of their learning and development.

Behaviour, attitudes and establishing routines: Strong standard

Babies and young children demonstrate positive behaviour that consistently exceeds expectations for their ages and stages of development. They show respect, kindness and consideration for one another. Staff model expectations at children's level and support all children to share, take turns and cooperate. Children follow routines calmly and show growing independence in their self-care. Staff respect children's privacy and dignity at all times. Mealtimes are sociable occasions, and children enjoy nutritious food, freshly cooked on site. Staff sit with children, talk with them and encourage conversation about tastes, colours and healthy choices. Children practise hygiene routines as part of everyday expectations, such as washing their hands independently, with babies using a portable sink. Staff's sensitive support and explanations help children understand why these routines matter for their wellbeing.

Children with special educational needs and/or disabilities are fully included in routines and learning. Staff adapt activities and provide reassurance to help children manage feelings and understand boundaries. Children show curiosity and persistence in play, such as collaborating and sharing when building train tracks. Children of all ages show positive attitudes to learning. They build independence and confidence and are prepared well for their next stage of education, as they make regular visits to the next-door nursery, where they will transition to. Leaders promote regular attendance and recognise its importance for children's learning and wellbeing. They monitor patterns of absence and work with parents and carers to provide timely support to help children attend consistently.

Children's welfare and wellbeing: Expected standard

Children's individual needs are met well through care practices that are calm, responsive and thoughtfully organised. In the baby room, children form secure attachments as staff follow children's cues closely, offering comfort, shared attention and gentle interactions that help them settle quickly and feel safe. Children develop an early understanding of health and physical wellbeing through everyday routines. Staff talk with children about healthy food choices, and even very young children join in age-appropriate conversations during snack times. After meals, children learn the habit of brushing their teeth regularly and use their toothbrushes to get rid of 'the tooth bugs'.

Outdoors, babies and toddlers explore freely, making the most of running around the spacious garden area or waving a parachute up and down with enthusiasm. Staff respond to their curiosity and extend their physical confidence through well-judged supervision. Children learn to manage risk through balancing on the rocks or whizzing around on their bikes and scooters.

Children are supported to recognise and manage their emotions through calm spaces and consistent approaches to co-regulation. Staff help children identify feelings and settle into routines that reduce stress, including smooth transitions between activities and predictable routines throughout the day. For children with special educational needs and/or disabilities, leaders ensure that care plans, medical guidance and sensory strategies are followed consistently so that children remain comfortable, included and ready to participate.

Leadership and governance: Expected standard

Leaders show commitment and great enthusiasm for leading practice at the nursery. Staff share a wealth of information with parents to help them work collaboratively to support children's needs. Parents very much value the daily chats and regular meetings to keep them up to date on all that their children are doing. Partnerships with other settings that children will attend and outside professionals are valued and fostered, focusing on offering joined-up working to consistently meet the needs of each child.

Leaders are mindful to support staff's wellbeing, arranging activities to show they are valued. Staff show dedication to the work that they do at the nursery and demonstrate that they really care about the children. Leaders meet regularly as a team to evaluate their effectiveness and outline areas for improvement. They supervise and support the practice of the team, helping staff undertake qualifications and a range of suitable training. Typically, leaders work promptly to help staff develop their skills, especially to ensure their effective safeguarding knowledge and practice. Leaders have identified the need for further professional learning for staff, especially with regards to more expert knowledge of the learning and development of babies, and have formulated a plan for improvement to help the children make even better progress.

In addition, leaders and those responsible for governance have not always ensured that all policies and practices are fully up to date with the latest requirements. This has not had an impact and has been rectified.