Fulford Montessori Nursery Ltd

What is it like to attend this early years setting?

Strong relationships between staff and children are a feature across the nursery. Staff promote children's well-being successfully. They are caring and attentive. Staff work sensitively with babies. They respond flexibly to help children feel comfortable as they move between rooms. Babies seek out their special adults for comfort. Children benefit from regular outdoor play in the garden and visits into the local area. For example, they play at the park and walk to shops and the allotment. This enables children to exercise and learn about the world around them. Overall, staff have high expectations of children's behaviour and try hard to support them in understanding the expectations. Most children's behaviour is good.

The nursery's curriculum is well structured, building children's knowledge and skills as they progress through the nursery. The curriculum is focused on the Montessori approach and the early years foundation stage. The promotion of independence, self-confidence and children's character are particular strengths of the curriculum. Staff work with parents and make observations of what children can do and enjoy. They use this information to plan for children's next steps in learning. Most children are keen to join in with the activities and explore the resources on offer. Additionally, all children make good progress from their starting points.

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

• Children's speaking and listening skills are a high priority in the nursery. Staff regularly assess children's progress in speaking and talk with parents to share this. Staff teach children new words throughout activities and routines. They encourage children's speech. For example, staff respond positively to babies' babbling and help them learn to take turns in conversations. Older children hold conversations with each other and staff. Children make good progress in their speaking skills.
• Staff interactions with children are generally effective. Many staff are sensitive and know when to step back and allow children to explore independently, while others use effective questions to promote thinking and extend play. However, at times, some staff interactions disrupt children's flow of play, which reduces engagement. In addition, staff do not always model language accurately. For example, they refer to a toy tiger as a 'lion'. This inconsistency means that children do not always receive high-quality support to develop their communication and learning.
• Reading and a love of books are promoted throughout the nursery. In the foyer, children choose books to look at as they wait for their key person to collect them. Babies bring their favourite books to staff to read to them. Older children show that they understand stories as they delight in making up their own stories with staff. This helps all children start to develop early literacy skills and enjoy reading books.
• Staff provide a range of activities to help children to develop their large and small muscles. For example, children and babies climb over, under and through climbing equipment. Babies learn to crawl, pull themselves up and walk. Younger children gain hand control and strength as they scoop sand and build with blocks. Older children learn to trace the shapes of letters in their names. These experiences help children to develop their physical skills, strength and control.
• Children's independence is promoted from an early age. For example, older children shop for ingredients and help to prepare snack for others. Young children are taught to clear the table and scrape their plates. All children are encouraged to put on their own coats and take care of the toys by tidying up. These experiences help children to develop a sense of responsibility and independence.
• Staff are positive role models who use polite language and model respectful listening, helping children to understand what is expected. Staff work with parents, where necessary, to provide consistency in approaches to behaviour. The majority of children behave well. However, planning for some older children does not always give them the structured support they need to regulate their emotions and behaviour. Similarly, opportunities to help children develop the social skills needed to join in play with others are not consistently embedded within the curriculum.
• Staff well-being is promoted at this happy nursery. Leaders encourage staff development through training courses and coaching from more-experienced staff in the nursery. Leaders ensure that staff have the chance to complete jobs across the day. Staff say that they feel valued and love working at the nursery.

What the setting must and should do next

The provider should:

• improve the quality of staff interactions so that children remain engaged in their play and benefit from accurate modelling of language to extend their learning
• support staff to plan more effectively so that older children receive targeted support to regulate their behaviour and build the skills to join play successfully.