Grange Montessori

Inclusion: Expected standard

Although there are currently no children attending the setting with special educational needs and/or disabilities or known to social care, staff demonstrate an understanding of inclusive practice and early intervention. They speak confidently about children they have supported previously, describing how they might identify developmental delays at an early stage through observation and ongoing assessment. In response, they would adapt their environment to ensure that children could access learning and continue to participate meaningfully. Leaders are aware of the funding available to support families in the community. They know where to find further support with the local authority when needed. Staff regularly assess children to help them to know where they are in their development. This helps them to plan appropriate activities and arrange additional support if needed.

Curriculum and teaching: Needs attention

Leaders have designed a curriculum that is ambitious for all children. Generally, staff understand the curriculum and how to teach this. There are, however, some inconsistencies in staff teaching across the nursery. Some staff, especially those who are at the beginning of their professional journey, do not always demonstrate a thorough understanding of how to implement the curriculum effectively. For example, there are times when staff do not identify or seize opportunities to extend children's learning.

Staff organise the environment so that children are motivated to engage in the learning opportunities available. They provide a range of exploratory activities that interest children and contribute to the development of their skills across all areas of learning. For example, children confidently sing songs about the months of the year and the days of the week. They talk about the weather and staff provide them with praise and encouragement. This inspires the children to repeat the activities and develop a positive sense of themselves.

Staff use effective ongoing assessment to understand the differing developmental needs of children and adapt their planning and teaching so that all children are included. There is an abundance of opportunities for children to develop their communication and language skills, as staff constantly interact with children and help them to learn new language. Babies take part in range of activities, where they learn about different sounds and movement. They copy actions and learn to be sociable with other babies in the group. Staff accurately identify what stage children are at in their development and set suitable learning targets for them to continue making progress.

Achievement: Expected standard

Children show great curiosity as they enjoy exploring the lively play environment using all their senses. They find out about the properties of a broad range of accessible materials, including sand, water, mud, oats and flour. Young children carefully pour their milk or water into an open beaker to drink and relish the praise they receive from the staff. Children are keen to complete tasks and solve problems by themselves, saying: 'I don't need any help.' Young children concentrate well on tasks, such as helping to tidy up outdoors before going into the playroom. This shows they are building their confidence, independence and self-esteem in readiness for future learning.

Older children independently visit the office to seek out reward stickers, when they know they have done a 'good job'. Consequently, children are prepared well for the next stage in their education, including the transition to school. All children, including those with special educational needs and/or disabilities, become able communicators, who are keen to share their own preferences and interests with the adults.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff create an environment that is both joyful and calm, enabling children to thrive. Expectations are clearly established and consistently reinforced from the youngest age, ensuring that children understand routines and know what to expect throughout the day. This strong sense of structure supports their confidence and fosters a deep sense of belonging.

Staff skilfully adapt expectations to reflect children's developmental stages, reducing barriers to learning and ensuring all children can succeed. Babies and young children form exceptionally secure attachments with staff, allowing them to settle quickly and engage in learning.

Leaders work in close partnership with parents and carers, providing timely guidance and reminders about the importance of regular attendance and punctuality. This collaboration significantly enhances children's readiness for learning and for school.

Children's behaviour is exemplary. This is the result of consistent approaches and the strong emphasis staff place on developing children's emotional and social skills. Staff respond swiftly and sensitively to support children in managing frustrations, guiding them to resolve conflicts, collaborate with peers and understand the impact of their behaviour on others.

Children develop a strong awareness of feelings and emotions, including recognising that others may have different levels of understanding. They are increasingly able to self-regulate and articulate their emotions. They understand the purpose of rules and demonstrate a growing ability to assess and manage risk safely, for example, when navigating stairs. This is underpinned by staff's consistently thoughtful interactions and high-quality teaching.

Children's welfare and wellbeing: Expected standard

Leaders and staff prioritise children's welfare and wellbeing, creating a safe, nurturing and inclusive environment. Secure, responsive relationships between key persons and children help babies and young children feel valued, confident and settled. Staff know children well and meet their individual needs, including those children with special educational needs and/or disabilities (SEND) and those who may face additional challenges, ensuring that all children thrive. Routines are carefully planned to support personal care, feeding and sleep. For example, staff adapt sleep time for young children who need extra support. They guide young children to wash hands independently, feed themselves and encourage older children to manage personal belongings. Children are supported to make healthy choices, including balanced meals and daily outdoor play. Brushing their teeth daily and visits from a dentist, also ensures that children are being given a good foundation in oral health.

Children are guided to recognise and manage their emotions, express feelings and develop confidence in social situations. As a result, they feel secure, happy and supported. Children develop resilience, healthy habits and a sense of emotional wellbeing, enabling them to engage fully in learning, such as identifying the continents on a globe.

Leadership and governance: Expected standard

Leaders and those responsible for governance are committed to providing high-quality care and education. They know what they do well and identify areas for development. Children with special educational needs and/or disabilities, and those facing barriers to learning, receive targeted support, helping them to make progress from their starting points. Staff take part in regular training and most are working to increase their qualifications. Leaders monitor workload and wellbeing to support staff retention and morale.

However, leaders have not yet fully built on this secure foundation. Professional development is not always sharply focused on improving specific aspects of teaching, and this means that highly effective practice is not yet embedded consistently across the provision. As a result, there is some variation in the quality of teaching and its impact on children's learning. In addition, leaders and those responsible for governance have not consistently ensured that all policies and practices are fully up to date with current requirements. While this has not had a significant impact on children, this has been addressed.

Partnerships with parents, professionals and external agencies support children and families effectively. Staff share regular updates with parents and work with the local authority, where appropriate, to ensure children who need additional help are identified and supported in a timely way.