Hopes And Dreams Montessori Nursery School Worship Street

Inclusion: Strong standard

The setting is deeply committed to inclusion, ensuring every child is recognised, valued and supported to thrive. A significant number of children speak English as an additional language, and staff actively use children's home languages within the provision to strengthen communication, build confidence and promote a strong sense of belonging. During the morning 'welcome songs', children are greeted in their home language. Cultural identity is celebrated in a meaningful way, including during events such as 'World Cultural Day' where children and staff proudly share traditional dress, stories and experiences.

Children with special educational needs and/or disabilities receive highly tailored support within the setting. All staff are expertly supported by using the approach of assessing, planning, doing and reviewing when observing children to swiftly and accurately any concerns. Staff are extremely proactive in seeking additional training that will help them support children, especially within their communication and language. They work highly effectively with the local authority to make adaptations to teaching and the environment where needed to support all children to flourish and thrive. Staff work sensitively with families, observing children both in the setting and at home to build a complete picture of their individual needs.

Curriculum and teaching: Strong standard

Leaders have ensured that the curriculum is broad, balanced and carefully designed to meet the needs of every child. As a result, all children, including those with special educational needs and/or disabilities, make rapid and sustained progress from their starting points.

Teaching is highly responsive. Staff draw on Montessori principles and the early years foundation stage to plan activities that build knowledge progressively. Specialist sessions in music and sport broaden children's cultural and physical development, while trips to theatres, shops, stations and local venues extend learning beyond the classroom.

Mathematics is explicitly taught to children, led by a dedicated math's champion, ensuring children develop secure understanding of size, measure and number through practical, engaging activities. Staff embed sign language alongside spoken language to ensure all children, including children with barriers to their learning develop clear communication skills. Staff consistently pose thoughtful, well pitched questions that extend children's knowledge, clarify their understanding and challenge them to think critically.

Through individually tailored learning experiences, staff support children to develop exceptional focus, sustained engagement and resilience during tasks. As a result, children take pride in their achievements and show deep curiosity as they explore tasks. Children make remarkable progress across all areas and are exceptionally well prepared for the next stage of their education.

Achievement: Strong standard

Children develop consistently scaffolded, age-appropriate knowledge and skills through a rich and ambitious curriculum. They are immersed in awe-inspiring activities and experiences that ignite curiosity and deepen learning across all areas, with particularly strong impact evident within the prime areas. Children focus attentively, listen and respond thoughtfully to others, and sustain high levels of engagement in interactions and play. They maintain increasingly strong concentration, enabling them to build knowledge securely over time.

Children's physical development is prioritised from the earliest stages. Even the youngest babies show confidence and an emerging awareness of their own capabilities as they negotiate low level climbing equipment and move around obstacles with increasing control.

Children use language confidently and purposefully. They discuss their feelings, share ideas and engage in conversations that deepen their learning. High quality interactions, enriched with sign language and other non-verbal communication strategies, ensure every child is included. This consistent, targeted approach means children with special education needs and/or disabilities including those with speech delays make significant progress, enabling them to communicate effectively now and preparing them well for the next stage of their learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a positive, nurturing and inclusive environment where expectations for behaviour are clear, consistent and carefully matched to the different ages and stages of children's development. Children demonstrate mutual tolerance and respect, taking turns, sharing resources and showing genuine consideration for one another. Older children are particularly nurturing towards younger peers, helping them to find their place-mats at lunchtime or offering support when activities become challenging.

Routines are well embedded within the setting. Children know what is happening now and next and this helps them to feel safe and secure within the environment. There are times however, especially during transitions periods, for example to the garden or into mealtimes, that children spend a sustained amount of time for everyone to be ready, that they can become restless and bored. This means children are not consistently engaged or supported to build positive attitudes to learning, including how to stay focused and motivated during routine moments.

Leaders work in partnership with parents to promote the importance of regular attendance and punctuality. They adopt a flexible and responsive approach to meet the individual needs of children and families, while clearly emphasising how consistent attendance supports children's learning, progress and overall development.

Children's welfare and wellbeing: Strong standard

Leaders demonstrate a clear and consistent commitment to children's welfare and wellbeing, which shapes their practice and the environment they create for the children who attend. They ensure that every child feels safe, confident and supported through personalised routines that meet children's individual needs. Even the youngest children show strong independence in managing their own self-care, such as, wiping their noses and disposing of their tissues appropriately. Leaders promote a whole setting culture of healthy living. This is reflected in the nutritious meals, homemade yoghurts, fruit salads and a no sugar approach. Parents are actively involved through suggestion boxes, healthy eating surgeries and shared discussions about healthy eating at home. This encourages parents to continue promoting healthy lifestyles at home, helping children hear consistent messages about making healthy choices.

Children's wellbeing is further strengthened through rich experiences such as monthly cooking sessions with the chef, where children prepare foods like bread and fruit salads. Oral health is prioritised through community partnerships, including a dentist who visits regularly to teach children about brushing and providing toothbrushes and toothpaste, followed by role play opportunities to embed learning.

Staff build warm, secure relationships with children, supported by a highly effective key-person system. They help children understand and manage their emotions through stories, songs and regular conversations. During group times, every child is invited to share how they feel, using age appropriate and inclusive techniques. Younger children use simple gestures such as a 'thumbs up, while older children confidently use words like 'happy', 'shy' or 'tired', showing their growing emotional awareness.

Leadership and governance: Strong standard

Leaders are extremely knowledgeable and demonstrate a deep, accurate understanding of the setting's curriculum, strengths and priorities for development. They maintain rigorous oversight by being consistently present in the rooms, role modelling exemplary practice and engaging thoughtfully with staff, parents and children. Their expectations are uncompromisingly high, and this is reflected in the passion, professionalism and commitment staff show in delivering high quality care and education.

Staff speak with genuine admiration for the leadership team, describing how well supported they feel through regular supervision, appraisal and open, trusting communication. They value the extensive opportunities for professional development and note that leaders provide the encouragement and reassurance needed when staff lack confidence in their own abilities. This culture of support, ambition and reflective practice ensures that all staff continue to grow, and that children benefit from consistently strong, responsive and well informed teaching.

Parents speak extremely positively about the setting, noting the 'thoughtful' and 'detailed' observations shared about their children's progress and development. They feel that the activities offered are 'exceptionally well designed', with clear purpose and intention behind every experience. Families consistently comment on the warm, caring nature of the staff and their evident passion for the work they do.