Highview Montessori Day Nursery

Inclusion: Strong standard

Leaders establish an inclusive culture where all children are valued and develop a secure sense of belonging. They work closely with families to understand children's backgrounds, experiences and individual needs, including those with special educational needs and/or disabilities and those who speak English as an additional language. This information is used purposefully to shape provision so that all children can access the curriculum alongside their peers, including those who may face additional barriers to their learning and/or wellbeing.

Leaders and staff demonstrate a clear and consistent understanding of children's needs and respond promptly to reduce barriers to learning and participation. Barriers are identified early and addressed through well-matched support. Staff form warm and respectful relationships with children and their families, which supports children's emotional wellbeing and growing confidence. As a result, children are included in daily routines, engage positively in the setting and develop increasing independence.

Staff benefit from targeted training, including on the graduated approach, alongside wider professional development. Leaders have strengthened staff knowledge of Montessori practice through specialist training, which supports consistent and inclusive teaching. Leaders implement well-considered systems to monitor children's progress through assessment, tracking and responsive planning. They work in partnership with parents and external professionals to ensure coordinated support. Adaptations are reviewed and adjusted to ensure they continue to meet children's needs and make a sustained difference to their experiences. Leaders use early years pupil premium funding thoughtfully to reduce barriers, enabling children to make secure progress from their starting points.

Curriculum and teaching: Strong standard

Leaders and staff provide a carefully planned curriculum that promotes children's engagement, independence and social and emotional development. Leaders have a clear intent for children to develop confidence, resilience and positive relationships. The curriculum draws on Montessori principles alongside the early years foundation stage, supporting independence, concentration and sustained self-directed learning. Staff implement this consistently through well-established routines, secure attachments and purposeful interactions that support children's emotional wellbeing.

Staff plan meaningful opportunities for children to develop social skills, including turn-taking, sharing and cooperative play through group and child-initiated activities. They support children to recognise and manage their emotions by modelling language, naming feelings and providing consistent guidance. Staff promote early mathematical understanding through everyday routines, such as counting, sorting and using mathematical language during play.

Leaders monitor children's progress through well-considered assessment, tracking and responsive planning. Staff adapt teaching using Makaton, rich language and inclusive strategies to support communication and development. Children, including those with special educational needs and/or disabilities and those learning English as an additional language, access the curriculum fully and engage confidently. As a result, children are motivated learners who sustain attention, make independent choices and demonstrate consistently positive attitudes to learning.

Achievement: Strong standard

Children achieve consistently well across the early years foundation stage. They develop secure, age-appropriate skills, confidence and strong independence through well-established routines and meaningful learning experiences. Children make secure progress from their starting points and are well prepared for the next stage of learning, including school.

Children who speak English as an additional language participate fully in the curriculum and communicate with increasing confidence. They use new vocabulary in their play and interactions and develop their understanding alongside their peers.

Children with special educational needs and/or disabilities are fully included and demonstrate clear progress from their starting points. They develop communication skills, increasing their ability to express their needs and engage with others, alongside growing independence in daily routines. They engage with curiosity, sustain their attention and demonstrate positive attitudes to learning, making independent choices, taking pride in their achievements and building positive relationships with others.

Behaviour, attitudes and establishing routines: Strong standard

Children demonstrate consistently positive behaviour and attitudes across the setting. Well-established routines support them to move confidently through the day, including transitions, mealtimes and play. Leaders create a calm and nurturing environment with clear, age-appropriate expectations, which staff implement consistently. As a result, children feel secure and understand what is expected of them. Leaders work in partnership with families to promote the importance of regular attendance and punctuality, helping to ensure children benefit fully from the experiences on offer.

Children are confident, motivated and highly engaged in their learning. They concentrate for sustained periods and take pride in their achievements. In both the baby and pre-school rooms, children demonstrate strong and developing independence, managing self-care routines such as serving food, cleaning up and making choices in their play. Staff support children consistently, encouraging them to try and celebrating their efforts.

Relationships between staff and children are warm and respectful. Practitioners know children well and respond sensitively to their emotional needs. Children settle quickly, including those new to the setting, due to well-structured and supportive settling-in arrangements. The key-person system ensures children feel safe, valued and fully supported. Children learn to cooperate, share and take turns. Staff model positive behaviour and use consistent language, such as 'kind hands', helping children to interact positively and engage fully in activities.

Children's welfare and wellbeing: Strong standard

Leaders and staff promote children's welfare and wellbeing, ensuring children feel safe, secure and valued at all times. Warm, nurturing interactions and consistent care practices support children to develop strong, trusting relationships with staff. As a result, children are confident, settled and engage positively in their daily experiences.

Staff support children to develop an understanding of their safety, health and wellbeing through daily routines and meaningful interactions. Children learn about healthy practices, such as handwashing, healthy eating and personal care, and begin to understand their importance. Staff provide clear guidance and consistently model safe behaviours, helping children recognise boundaries and keep themselves safe. Staff gather detailed information from parents about sleep routines, feeding and weaning and any allergies or dietary requirements to ensure consistency of care.

Children develop independence in managing their own needs. They confidently take part in self-care routines, including feeding, toileting and tidying away. This supports their growing sense of responsibility and awareness of wellbeing. The key-person system enables staff to know children well and work closely with parents. Children, including those with special educational needs and/or disabilities, feel secure, included and supported in their emotional and physical wellbeing.

Leadership and governance: Strong standard

Leaders have a clear and ambitious vision for the setting, with a strong focus on independence, inclusion and diversity. This vision is clearly reflected in practice, where staff consistently and effectively support children to become confident, independent learners and ensure all children feel valued and included. Leaders work collaboratively with local schools and external professionals to support children's development and smooth, well-planned transitions.

Leaders build highly positive partnerships with parents through clear and consistent communication. Parents are actively involved in their children's learning. Leaders respond thoughtfully and promptly to their views, ensuring children's needs are met both at home and in the setting.

Leaders set high expectations and support staff to deliver high-quality care and learning. They prioritise staff wellbeing and provide ongoing opportunities for professional development. Staff benefit from regular training, supervision and shared reflective practice, which supports consistency and continuous improvement.

Leaders demonstrate a clear understanding of the setting's strengths, particularly in curriculum, independence and inclusion. Effective systems are securely in place to support staff and monitor children's progress. Leaders continue to refine and further develop aspects of provision to enhance children's learning experiences.