Glendon Farm Montessori And Forest School

What is it like to attend this early years setting?

Children spend a large proportion of their time learning outside in the nursery's forest school area. They are warmly greeted by the friendly staff on arrival. Children confidently say 'goodbye' to their parents. They take a moment to scan the environment before deciding which resources and equipment they wish to explore first. Children quickly become engaged in their chosen play and show a positive attitude to learning.

Staff provide children with numerous opportunities to develop their physical skills and teach them how to do this safely. Children demonstrate good hand-to-eye coordination as they handle tools. With great care and concentration children use hammers to bang nails into wood. Children hold out their arms to help them balance as they walk across planks of wood. They successfully negotiate space as they step from one tree stump to the next. Children repeat what they are doing, determined to fine tune their skills.

Children behave well. They build strong friendships and play cooperatively with each other. Staff are kind and caring. Children respond positively to the praise and encouragement that they offer. Children are well supported by staff to feel comfortable and secure in the environment. Younger children quickly gain the confidence they need to move away from their key person and explore the activities provided.

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

• The well-qualified managers have a good understanding of what they want children to learn. With staff, they regularly assess what children know and can do. They use this information well to provide a curriculum that supports children to continue to build on their knowledge and skills. Children's interests and ideas feature highly as staff take these into account when planning learning experiences.
• Staff's interactions with children overall are positive. They explain the knowledge and skills they want children to acquire during activities. However, sometimes staff lose sight of what it is they intended for children to learn. They are not always effective in ensuring that all children participate fully in activities. This results in some children not being as challenged or as involved in their learning as others.
• Staff pay high regard to children's individual needs and well-being. Prior to children starting at the nursery, staff visit the children's homes. This is used as an opportunity for staff to meet them and their families in a familiar environment. Staff gather key information from parents including details about children's experiences at home. Staff gain a good awareness of children's unique qualities and implement effective procedures to ensure that all children receive the support they need.
• Children learn to do things for themselves and show a sense of responsibility. They know they must wash their hands before eating and after using the toilet. Children join others in the queue for a snack, patiently waiting for their turn. They choose what they would like to eat from the healthy snack options. Children pour their own drinks and peel pieces of fruit to eat. They spontaneously tidy away their own plates after eating. Children remember to place any waste in different bins explaining they are 'going to recycle'.
• Children play in a happy and harmonious environment. Staff are positive role models. They respond calmly to any unwanted behaviour and help children to understand what is expected. Staff help children to understand the impact of their actions on others. Children learn to take turns when using equipment and resources and work together to complete tasks.
• Staff provide children with easy access to a broad range of natural objects and man-made resources. Children use these to build on their ideas and learning. They competently use paint brushes and sticks to make marks on paper and in soil. With staff, they use chalks to create a 'road' for toy cars on a plank of wood. Young children play with baby dolls, helping themselves to a bowl and water so that they can give them a bath.
• Staff sit alongside children as they play, engaging them in timely conversations. Staff ask questions and introduce new vocabulary, such as 'pinch' and 'windowsill'. They listen carefully to what children say. Staff repeat and model the correct pronunciation of words to support children's communication and language skills further. Children gain the confidence and skills they need to articulate their thoughts and ideas.

What the setting must and should do next

The provider should:

• help staff to continue to build on their skills to make sure that all children are involved and consistently challenged in their learning.