Kings Castle Montessori Nursery School

Inclusion: Expected standard

Leaders have created a welcoming nursery where children, including those with special educational needs and/or disabilities, and their families feel valued. Leaders work closely with parents and carers from the outset, which helps them understand each child's needs and identify factors that could affect their learning or wellbeing. As a result, staff provide the right support from an early stage, ensuring children who need additional help are supported promptly. Leaders work with staff and other professionals to plan and review individual support, ensuring it is adapted to children's changing needs. For example, children are supported to achieve their individual targets through one-to-one and small-group activities alongside adults and their peers. As a result, children receive appropriate support, grow in confidence and make progress from their starting points.

Leaders use additional funding effectively to meet individual needs. For example, children in receipt of early years pupil premium can access nutritious meals and additional nursery sessions, helping to promote their wellbeing and support their engagement with the curriculum. Staff regularly observe children during play and complete ongoing assessments of their learning and development. Staff use this information to identify where children require additional support and close any gaps in their development. Leaders also support parents to access external support and provide resources, through lending libraries and home-learning bags, to help families support their children's individual communication and language needs.

Curriculum and teaching: Expected standard

Leaders have developed an ambitious and inclusive curriculum across all areas of learning. The curriculum is generally sequenced well across the setting, enabling all children to progressively build the skills they need for their next steps in learning. Leaders review the curriculum regularly and generally support staff to develop their teaching skills. However, opportunities to extend and challenge children's learning during spontaneous play are not always maximised, which limits the depth of learning for some children.

Leaders and staff typically focus well on supporting children with special educational needs and/or disabilities and those who speak English as an additional language. They provide interventions and strategies to support children who need extra help and support, such as 'bucket time' to promote children's listening skills and engagement in learning. Staff promote reading and a love of books. Babies and toddlers listen intently as stories are shared, developing their early attention skills. In the pre-school room, staff help children understand that information can be found from a variety of printed sources, including newspapers. Children explore newspapers, fostering their curiosity and developing their understanding that print can be used to find out about the world around them.

Staff typically provide opportunities for children to develop their mathematical learning. For example, in the toddler room, children develop their counting skills as they count the tomatoes they can see while watering plants. In the pre-school room, children use descriptive language to explain that they are making a 'small, deep hole' in the soil as they replant their seedlings.

Achievement: Expected standard

Children typically make progress from their individual starting points across all areas of learning and development. They benefit from an inclusive curriculum that is tailored to their interests, developmental needs and next steps in learning. As a result, children, including those who attend part time, access a broad range of experiences and achieve well.

Children are confident and curious learners who explore activities independently and remain engaged for sustained periods. For example, they paint on windows using foam, paint and a range of mark-making tools, discussing how the materials feel and smell as they create.

Children build on their knowledge and experiences as they investigate, solve problems and work collaboratively. For instance, they cooperate to build tall towers before transforming them into cars through imaginative play, demonstrating resilience and a sense of achievement.

Children behave well, listen attentively during group activities and enthusiastically join in with songs and stories. Pre-school children eagerly contribute rhyming words and ideas during singing activities, supporting their communication and language skills. As a result, children are typically well prepared for transitions within the setting and their eventual move on to school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a positive environment where expectations for behaviour are generally well understood and reinforced. For example, when children display unwanted behaviours, staff gently remind them about using 'kind hands' and model positive behaviour to help them understand what this looks like. Pre-school children enjoy being recognised for acts of kindness and confidently share their kindness notes with peers and staff.

Leaders typically take an inclusive approach to behaviour management and establishing routines. Staff consider children's individual needs and stages of development when supporting routines. For example, children who may experience barriers to their learning are sensitively supported using visual aids, such as 'now and next boards' and visual cue cards. This helps children understand what will happen next and supports participation in daily routines. Staff and children typically develop warm and nurturing bonds, which support children's behaviour and emotional wellbeing. Younger children generally seek out the familiar faces of their key staff when they feel unsure. They receive cuddles of reassurance and are soon ready to explore activities.

Leaders' approach to attendance is clear, and parents and carers show they understand their responsibilities. Leaders identify patterns of irregular attendance and engage with parents to ensure that attendance is a priority. Parents value having positive relationships with staff and can share any concerns they may have.

Children's welfare and wellbeing: Expected standard

Leaders establish policies and practices that support children's welfare, mental health and wellbeing. These are generally understood by staff and parents and are implemented across the setting.

Leaders and staff take an inclusive approach, ensuring that children's individual needs and circumstances are considered when supporting their health, wellbeing and daily routines. Children are taught about the importance of good oral health, particularly tooth brushing. For example, children explore books about dental hygiene and engage in role-play activities, using model teeth and toothbrushes to practise brushing and develop their understanding of healthy routines.

Leaders and staff promote healthy eating and help children develop independence during mealtimes. Children are encouraged to prepare their own snacks safely and appropriately for their age. For example, babies use child-safe utensils with adult supervision to cut bananas into halves. Older children harvest cucumbers they have grown in the garden and carefully chop them ready for snack time. Children are generally supervised during mealtimes. However, opportunities to use these occasions to further promote children's social skills are not always fully maximised. As a result, mealtimes are often focused on eating, rather than being used as opportunities to extend conversation, interaction and wider social learning experiences.

Children's sleep routines are well managed. Sleeping arrangements are suitable, and children are always supervised by staff. Staff have received training to ensure they understand how to keep children safe while they sleep, supporting children's comfort and wellbeing throughout the day.

Leadership and governance: Expected standard

Leaders have created a positive and supportive nursery, where they strive for children's wellbeing to be at the heart of everything they do. They generally have a clear understanding of what the nursery does well and where improvements are still needed. Leaders typically reflect on practice, working closely with senior management to evaluate provision and take appropriate action to drive continuous improvement.

Leaders work closely with families and other professionals to support children's wellbeing, learning and development. They know how to access specialist advice to meet the needs of all children, including those who face barriers to learning or who are currently, or have previously been, known to social care. Parents and carers report that they are well informed about their children's experiences and progress, and value the positive relationships they and their children have with staff.

Leaders implement effective procedures to ensure staff are suitable for their roles. This includes providing ongoing supervision and support. Staff are typically encouraged to continue their professional development through training that enhances their knowledge of the curriculum and improves teaching practice. Staff generally value the support and feel valued in their roles and that their workloads are manageable. An external wellbeing adviser regularly attends the setting and offers support and guidance to staff through conversations and wellness experiences such as Pilates classes.

Leaders and staff place emphasis on partnership working with families. Regular exchanges of information at drop-off and collection times, alongside the use of an online communication system, help to ensure that information is shared effectively. Settling-in sessions are tailored to children's individual needs and help staff establish positive relationships from the outset. Staff adapt care routines appropriately, taking account of children's interests, stages of development, allergies, dietary requirements and individual care plans.