Ladybird Montessori Nursery

What is it like to attend this early years setting?

Children explain that they like coming to nursery. Staff show high levels of nurture and care towards all children. They surround children with cuddles and love. This works well, particularly if children arrive at the nursery unsettled. Before long, children are happy and ready to explore. Staff notice and respond immediately to children when their nappies require changing.

Children of all ages experience a range of songs and rhymes in an array of languages, including Italian, Spanish and English. Some younger children listen attentively and start to copy the actions from the rhymes. Some older children enthusiastically join in with key words they have learned in other languages. Babies have lots of space to practise their physical skills, such as pulling themselves up, crawling and walking. Older children practise a range of physical skills, such as climbing, running, mark making and threading.

The curriculum is exceptionally well sequenced to build on children's knowledge over time. Most staff use what they know about the children to set out a range of stimulating and enjoyable learning experiences. Consequently, children are flourishing at the nursery. They are confident and inquisitive learners. Staff remind children to share and take turns. They are very positive role models to the children. Children show care towards one another.

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

• Leaders have an ambitious vision for the setting. They are knowledgeable and passionate. Leaders have a clear self-evaluation in place. This helps to identify ways the setting can continue to improve over time.
• Leaders have developed a unique curriculum with a focus on supporting children to develop lifelong skills. Staff provide children with a range of adult-led and child-initiated experiences. However, there are times where some staff do not focus as clearly about how they can support children as they access activities to achieve the learning intentions set out for them.
• Children have lots of opportunities to sit and listen to stories. Most staff engage well in children's play. However, some staff do not utilise the opportunities available to fully promote children's language development. For instance, some staff do not model language to children who are making sounds or they ask children closed questions, even when they are trying to support children to speak more than one-word sentences.
• Staff assess and observe children's development to identify gaps in their learning. Staff use this information to help ensure children receive the early help they require. Staff work well alongside other professionals.
• Leaders have developed strong relationships with staff. This helps all those who work with children to have a shared vision. Leaders place a clear focus on supporting staff's well-being. Leaders support staff to be reflective in their practice. Together, they identify ways that practice could be improved.
• Staff work well alongside parents. They gather and share regular information about the children. This helps to ensure children receive the consistency they require in their care and learning, both at home and at the nursery. Parents comment extremely highly about how caring and supportive staff are. Parents state that they can see the progress their child has made in their development and they praise staff for this.
• Leaders have placed a strong focus on developing all children's independence skills. Children of all ages help to self-serve. Babies who are able to walk are called out by name to come and help serve their food. They concentrate as they walk back to the table with their plates to sit down. Older children are taught how to put on their own shoes and coats.
• Staff support children to learn about their feelings and emotions. They are keen for children to learn about their actions and the impact on others. Children are very respectful and behave well.
• The chef prepares balanced and nutritious meals for the children, which are tailored to their dietary requirements. Staff support children to learn how they can look after their own bodies. This helps to teach children about how they can stay clean and healthy.
• Staff complete risk assessments to identify and remove risks within the environment. Leaders are reflective and continuously make changes to ensure risk assessments are robust to ensure children's safety. Leaders take complaints seriously. They work alongside others to help investigate and identify areas where improvements can be made. Leaders keep robust records to reflect this.

What the setting must and should do next

The provider should:

• support staff to focus more clearly on how they can support children to achieve the learning intentions set out for them, while they access learning experiences
• make the most of the opportunities available to fully promote children's language development.