Harmony Montessori Nursery

What is it like to attend this early years setting?

All children are happy to enter the setting and excitedly go to play. Staff take time to get to know each individual child and use a variety of teaching methods to support children to make good progress. Children demonstrate high levels of engagement in activities and are curious about what is going on around them. For example, children confidently use resources, banging metal pan lids and other items together to explore different sounds.

Children demonstrate learning by regularly recalling what they have learned in small groups and during free play. They enjoy talking about past activities they have taken part in. For example, children talk excitedly about the Christmas decorations they have in their own homes, while making candy cane decorations using pipe cleaners and coloured beads. Children demonstrate a clear understanding of the nursery's routine, behavioural expectations, and rules and boundaries. This supports them to behave very well. They are kind and courteous towards their peers and staff.

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

• Young children have strong attachments to their key person and staff. Babies smile at one another and babble as they begin to experiment with different sounds and enjoy singing their favourite songs using props.
• Children are very well supported by staff to become independent. Babies use spoons to feed themselves breakfast. Older children thoroughly enjoy skilfully serving themselves at mealtimes, grating cheese for their meals, and washing and drying their own plates afterwards. This prepares them well for their next stages of learning, including starting school.
• Staff are very responsive to children. They intervene and support when necessary. Children demonstrate a clear understanding of the rules and behavioural expectations of the setting. They are respectful to each other and show responsibility for their environment.
• Children's key persons have an in-depth knowledge of each individual child, their well-being, the progress they are making, and the next steps needed to further enhance their learning. The manager is highly supportive of families, and is proactive in seeking early help when needed, in partnership with the special educational needs coordinator. All children make good progress.
• Children are engaged and demonstrate enjoyment of the activities on offer. Resources are on low shelves, and babies and older children can access them easily. Staff support toddlers to investigate and explore different resources as they play. Overall, children make choices in their play. However, on occasion, younger children are not able to transfer some resources to different areas. This does not support them to consistently make their own choices, express themselves and guide their own play and learning.
• Children are supported very well in their communication and language development. Toddlers and babies sing songs and use props from their special box to support their language development. Older children read books with their friends, and listen to and follow instructions, as skilful staff narrate, explain and introduce new words during play. Staff recite stories from story baskets, using exciting props to further support children's communication and enjoyment of reading.
• Children enjoy being outdoors in the fresh air. They pretend to make meals, stirring with large ladles and adding sticks and leaves they find on the floor to heavy metal pots. Children balance on tyres and crates around obstacle courses and enjoy walks and running in the large local park.
• Parents speak highly of the setting and are very pleased with the progress their children have made since attending, in particular with their communication and language development.
• Staff feel supported by senior leaders. Senior leaders work alongside the team, giving daily feedback on their practice. The manager implements a programme of training and support that helps to develop staff's practice and knowledge. However, this is not always precisely targeted for each individual member of staff, in order to raise the quality of teaching to the highest level.

What the setting must and should do next

The provider should:

• give children more opportunities to guide their own learning by making choices and decisions about what they do and the resources they use
• sharpen professional development and support staff precisely in raising the quality of teaching to the highest level.