Fountain Montessori Nursery And Pre-School - St Albans

What is it like to attend this early years setting?

Children of all ages are extremely happy, safe and secure in this warm and welcoming nursery. They cheerfully enter the nursery and settle quickly, eager for their day to begin. Children are developing firm attachments with staff, who are patient, kind and caring in their approach.

Children are very well behaved. They know the routines and what is expected of them. Children are kind and considerate to others. Staff have very high expectations for their behaviour. Children are praised for their efforts, which gives them a sense of achievement and builds their self-esteem.

Children's independence, personal care and social skills are developed from a young age. They confidently hang up their coats and bags when they arrive, and capably use the self-registration system in the pre-school room. Young children learn their handwashing routines. They choose their drink of milk or water and are supported to use cutlery and serve themselves lunch. Older children enjoy a sociable mealtime. There is plenty of chatter with their friends and staff as they talk about a variety of topics.

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

• Managers and staff provide and develop a broad and balanced curriculum that follows children's interests and considers their next steps in learning. A varied range of experiences build on what children know and can do, developing skills for their move to school. Children become motivated learners as they enjoy their self-chosen activities. Staff skilfully encourage them as they play, supporting children's concentration and full involvement.
• Children have wonderful opportunities to learn about other cultures and countries. Older children take part in projects and research topics. For example, they recently completed a detailed project about a woman in Ghana who provided support for other women to set up small businesses. Through their research, children found out how the woman supported others and what had been achieved.
• Children learn about healthy eating and which foods provide their bodies with carbohydrates and protein. For example, at lunchtime, staff ask older children which foods relate to each group and why these are good for them. Children knowledgeably talk about foods that give them strength and energy, and how these help them to be active.
• Children learn to use mathematical language as they enjoy their activities. They recognise and describe the different shapes and sizes of objects they enthusiastically hunt for and find hidden in the shredded paper.
• Children of all ages demonstrate a love of literacy. Staff read to children with enthusiasm and ask questions about what might happen next. A library book system is in place to enable children to take a book home to share with their family. This further supports children's early literacy skills.
• Staff actively promote children's communication and language skills. They provide a running commentary as children play, which helps to give meaning to what they are doing. Furthermore, staff use descriptive language and repetition to reinforce children's understanding. For example, during a mark-making activity, children identify the different marks they make with their cars, such as zig-zags, 'wiggly' lines and circles. They talk about the straight and curvy lines made as they change the route of their vehicle.
• Staff build strong relationships with parents and other professionals. Parents speak very highly about the service and communication they receive from the nursery staff. They appreciate the detailed information shared with them about their child's learning and development, including what they are working on next. Parents comment that they are extremely pleased with the progress their child makes as a result of attending the nursery.
• Staff complete a comprehensive induction and probationary period when they join the nursery. They are able to access online training and are encouraged to reflect on their practice. Although there is a system for supervision of staff in place, some staff are not clear exactly what this is and do not know when this occurs. However, staff comment that managers are very approachable and they would not hesitate to speak to them about any issues they may have.

What the setting must and should do next

The provider should:

• review arrangements in place for the supervision of staff, so that all staff clearly understand how and when this occurs.