Gina's Montessori Nursery

What is it like to attend this early years setting?

Staff provide a calm and nurturing environment where children's individual needs are placed at the centre of practice. The settling-in process is designed for each child. This helps them feel secure, settled and happy as they gain confidence in their new surroundings. Routines are embedded securely and followed consistently, which enables children to remain engaged, focused and settled throughout the day. Calm transitions between activities, such as lunchtime, singing sessions and outdoor play, allow children to develop patience and an understanding of taking turns.

Staff are good role models for positive behaviour and respect for others. Children learn from this example, treating one another with kindness and encouragement. They develop a strong sense of achievement and are proud of their accomplishments. Successes are celebrated, which motivates children to take pride in their work and to challenge themselves further.

Children engage with outdoor learning opportunities and move between indoor and outdoor environments. Children develop some of the independence skills they need for starting school as they learn to manage tasks for themselves. They are encouraged to pour their own water, help set the table and put on their coat.

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

• Staff support children at the start of the day by providing calm, familiar activities, such as completing puzzles, and warm, consistent interactions. Daily routines are used well, so children learn clear boundaries and expectations.
• Staff develop early communication through the use of visual aids. Staff place a strong emphasis on the use of high-level vocabulary, and it is clear that this has been a focus. This significantly supports children's language acquisition and communication skills. Children enjoy looking at books, and staff encourage a love of reading through story time and drama activities.
• Staff plan individual activities of stories, games or songs to support children learning English as an additional language. As a result, these children make good progress in developing their communication skills.
• Children show a sense of accomplishment. In the outdoor environment, staff guide children in developing ball and counting skills while celebrating their success. Children respect and are proud of each other's achievements. Staff actively model respectful interactions and set clear expectations for behaviour, consistently guiding children with positive reinforcement and encouragement.
• Leaders work alongside staff, with a focus on play that builds on what children know and can do. Children have a key person who knows them well and who builds strong, trusting relationships with them. Staff ensure that parents know who their child's key person is and understand their role in providing their child with a sense of belonging and security. On some occasions, group management and the planning of activities could be strengthened so that children consistently receive this individual attention.
• Parents are happy with how well their children are cared for and taught. Leaders work with parents and external agencies to plan the right support for children with additional needs. When settling in children new to the setting, parents are welcome to stay with their children at the start of the day and join the first part of learning. Consequently, children settle very quickly and parents are fully assured that their children are safe and happy.

What the setting must and should do next

The provider should:

• strengthen communication for monitoring to support staff to be fully aware of next steps and how best to support children's development.