Growing Minds Montessori Childcare - Tarporley

What is it like to attend this early years setting?

The provider has addressed the actions that were raised at the last inspection, to improve the safeguarding procedures, successfully. Leaders have not implemented all intended improvements to the nursery due to recent changes to staffing. They have designed an ambitious curriculum, but the vision for children's learning is not fully embedded. Leaders have started to work alongside the staff team to support them in their roles. However, leaders checks on staff's work with children are in their infancy. This means that that there are inconsistencies in the delivery of the curriculum and staff practice. Children's progress is not promoted as well as possible. Leaders have successfully implemented some areas of the curriculum more effectively. For example, staff promote children's independence from an early age. Staff encourage children to put on their own shoes and coats. Children confidently pour their own drinks and leaders encourage them to have a go at cutting up their own food. Children develop confidence in their own abilities because of staff's helpful encouragement.

Children enter this small, homely nursery eagerly. Although the team is relatively new, they have formed strong bonds with the children. Children explore the environment confidently and proudly show off photographs of themselves with their family pets. Staff implement a calm and consistent approach to supporting children to understand the expectations. Children respond well to the reminders from staff and show a sense of pride as they help to tidy up the resources. Staff model respectful behaviour and encourage children to use manners throughout the day. Children demonstrate these manners as they thank the chef for their lunch.

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

• Leaders have improved the assessment procedures and have a clear understanding of all children's next steps. However, not all staff are clear about children's individual next steps, meaning that children do not consistently have access to activities and interactions that specifically build on their skills and knowledge.
• Leaders have plans in place to drive improvements and staff feel supported in their roles. Leaders have introduced new systems to target staff training needs more effectively. However, the new systems for monitoring and responding to inconsistencies in practice are still in their infancy. As a result, the quality of practice throughout the setting is variable.
• Staff know children's interests well. This helps them to provide some activities that children enjoy. As children climb up the slide outside, staff play alongside them and encourage them to use their imagination. Children giggle as they 'go on an adventure to the zoo'. They pretend to start the engine and waddle like a penguin. These experiences help children to make some progress in their development.
• Partnerships with parents are strong. Parents value the loving relationships that staff have formed with their children. The frequent two-way flow of information with parents allows staff to share key updates and to gather information about children's families and interests. Parents have noticed particular progress with regards to their children's independence since they have started attending the nursery.
• Staff provide children with many interesting opportunities to develop their fine motor skills. Staff provide creative materials for children to glue and stick. Children use impressive cutting skills as they make plane models that they then throw in the wind. These meaningful experiences help to build children's fine motor control and hand-eye coordination. However, at times, staff do not consider the organisation of these activities, such as noise levels and space. This impacts on some children's engagement in these activities.
• Staff provide children with access to a wide range of books to enhance their learning. Children spend time looking at books independently and some staff read aloud to children in a way that engages them in the story. They pause to allow the children to talk about what they can see. Children pretend to be a frog as they see one on the page. Leaders value these experiences in supporting children to develop a love of books.
• Staff skilfully identify and provide some spontaneous learning opportunities that arise. For example, as children post balls down pipes, they encourage them to count each one. Children then use these counting skills as they count how many placemats they need at lunchtime. Such opportunities support children's early mathematical thinking.
• Children are provided with healthy meals and daily fresh air and physical play. Staff regularly model the importance of keeping hydrated. Children independently look in the mirror to wipe their own noses when needed. Leaders have improved the hand hygiene practices throughout the nursery. Children learn how to lead a healthy lifestyle.