Horsham Montessori

What is it like to attend this early years setting?

Children arrive with confidence at this friendly and well-organised establishment. They smile and wave goodbye to their parents as they excitedly walk inside. Children are politely greeted by staff who support them as they take off their coats and put their lunch boxes away.

Children are independent learners. They spoon conkers precisely into shaped trays and become absorbed in carefully using wooden pegs to create a sunshine picture. Children have highly positive attitudes to learning and have a clear understanding of what is expected of them. They intently explore the different resources available and remind one another to put them away before they move on to another activity.

The manager and staff regularly and effectively use a nearby allotment to deliver their well-planned curriculum. Children learn about growth and recognise different plants. Staff use appropriate questioning to extend this knowledge. Children become confident communicators as staff support them in building questioning techniques themselves. For example, at circle time, older children ask what interesting items other children have seen today at the allotment. They discuss the beans and pods that they have found.

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

• The manager has a broad and ambitious curriculum. She intends for children to be supported by knowledgeable staff as they move through the different, purposeful learning areas. Staff carefully plan for children and know them well. They have high expectations for all children, including those with special educational needs and/or disabilities. Staff and managers work closely with other professionals to ensure children are supported fully in continuing to make good progress.
• Children demonstrate their knowledge of their unique learning environment as they explain the significance of the 'noisy' room and the 'quiet' room at the setting. Children fully explore their physical abilities in the noisy room as they run, jump and balance on stepping stones. They perfect their catching skills with staff who encourage and support them well.
• Staff inspire children as they build on their knowledge. Children who have chosen to get out their writing books and draw with ease confidently write their names. Staff come alongside them as they discuss what they are drawing. They build on children's skills as they explain that an exclamation mark can be used at the end of the phrase 'wake up'. Children are thoroughly engaged as they build strong literacy skills.
• Parents explain that they are very happy with the communication they receive from staff. They know who their child's key worker is and are given frequent opportunities to talk to them. Parents also tell the inspector how they can securely log in online to access pictures and progress information. They can also upload any home-learning achievements too. Parent partnerships are strong.
• Overall, children behave well and staff support them in learning about the impact of their behaviour. However, at times, staff do not consistently remind children of rules, such as the 'rule of three' in the block room and book room. Furthermore, when children are playing with hand-gel dispensers, only some staff remind children that they are not a toy and how they should be used correctly, while other staff ignore it. Consequently, children are not consistently reminded of rules and therefore do not always follow them.
• Staff support children in developing a strong sense of personal character, and children can confidently express elements of their own culture that are important to them. The manager and staff teach children about the importance of contributing positively to their community. Children have their art work displayed in the town library and visit local care facilities to sing for the residents.
• The manager supports staff by providing them with a wealth of training opportunities. She regularly completes supervision sessions and ensures staff remain suitable for their roles. Staff report that they feel well supported and have access to statutory training, as well as additional training for their own professional development.

What the setting must and should do next

The provider should:

• build on how rules and expectations are consistently explained and delivered to children.