Foxglove Montessori Nursery

What is it like to attend this early years setting?

Children enthusiastically enter the setting with a spring in their step. They confidently hang their coats and belongings on their pegs. Children are greeted by the warm and nurturing staff, who listen attentively as children tell them about their morning. Children build strong and secure bonds with staff and their peers. They are well mannered and show excellent behaviour and emotional well-being. The indoor and outdoor environments are safe and enticing. Children take appropriate risks and challenges during their play.

Children's physical and mental well-being is promoted. They enjoy a wide variety of weekly events, such as forest school, yoga and drama sessions. Children love the natural wildlife garden, where they plant and grow flowers and herbs. They benefit from awe-inspiring events, such as incubating chickens' eggs and watching the chicks hatch. Children take care of the setting's two guinea pigs. These real-life experiences allow children to feel awe, see the wonder of the natural world and learn about growth and caring for others in the wider world. Children make significant progress in their speech and language development as these learning opportunities spark endless conversations. Children develop a love of reading, and books play a huge part in children's daily learning and imaginary play.

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

• Overall, teaching is of a high quality. Knowledgeable staff build on what children already know with meaningful questions and interactions. For example, children become fascinated while watching a tractor cutting the grass through the window. Staff use this learning opportunity by introducing interesting vocabulary, such as 'engine' and 'speed'. Additionally, staff open the window for the children to hear the engine sound to further their understanding. As a result, children extend their speech and language by using these new words during play and discussions with staff and peers. Additionally, children learn to write for purpose as they make a poster to hold up to the driver of the tractor to say 'thank you' for cutting the grass.
• Children make significant progress from their starting points across the seven areas of learning. A collaboration of robust and innovative assessment from the start, which includes valued parental involvement, and an effective key-person system ensures that children make the highest possible progress. Staff are proactive in providing additional support for children who may need it. They liaise effectively with outside professionals, such as speech and language therapists.
• Children develop independence and feel comfortable to learn through trial and error. For example, as children make their own play dough, their curiosity leads them to experiment with the recipe. As a result, children develop their critical thinking skills, perseverance and resilience as they adjust the amounts of water and flour to make the desired consistency.
• Mealtimes are sociable events. Children develop their independence when using a knife to spread butter on their crackers. They enjoy the responsibility of being the 'helper of the day' and wash up their own plates and cutlery. Children develop self-esteem when staff give them meaningful praise for counting the correct number of chairs needed at the table. Staff sit with children at mealtimes. However, occasionally, younger children do not receive appropriate levels of support from staff to develop a clear understanding of mealtime routines, such as ensuring they finish eating what is in their mouths before leaving the table.
• High levels of consideration are placed on the accessibility and inclusivity of self-selecting resources. Children benefit from a sensory room. This space is relaxing for children who feel overwhelmed at times, where they can begin to understand and regulate their emotions. As a result, all children, including children with special educational needs and/or disabilities, are proactive in leading their own learning and becoming independent in making positive choices.
• The management team is reflective and extremely passionate about its individual roles and undertaking further training opportunities. Staff report excellent well-being. The manager engages effectively with children, their parents and others in the community, including schools and other local services. This ensures children make seamless transitions to their next stage of learning.

What the setting must and should do next

The provider should:

• focus on providing young children with clear and consistent messages at mealtimes to support them in becoming increasingly independent in managing their personal needs.