Le Ballon Rouge Montessori Day Nursery

What is it like to attend this early years setting?

All children make the best possible progress at the nursery. They develop a deep understanding of what staff expect from them from a young age. For instance, they stop immediately when the bell rings to signal tidy-up time. Children work collaboratively to tidy away. They help their friends carry boxes full of toys carefully back to where they belong.

Children with have special educational needs and/or disabilities (SEND) receive exceptional support. They form strong bonds with all of the staff within their rooms, turning to them for help and comfort. Children demonstrate high levels of respect for one another. They include one another in their play instinctively, playing harmoniously together. Children immerse themselves in imaginary play. They draw in everyone around them, including staff members and visitors. For example, they pretend that the floor outside is lava, warning visitors and staff to move away, so that they do not get burned.

Children take an active role in celebrating their own achievements. They look back through their learning journals, revisiting and discussing their previous learning. Children play with purpose and enthusiasm. They become engrossed in their learning. For instance, they tip and pour water between different containers outside. They do not become at all distracted as the other children play enthusiastically around them.

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

• Staff are extremely well supported in their roles and their morale is high. The managers value the staff team and make the most of everyone's individual strengths and backgrounds. For instance, staff organise activities to celebrate festivals that are important to them, such as St Patrick's Day. This helps children to learn about the diverse community they are a part of.
• Managers work tirelessly to ensure that children with SEND receive the level of care and support they need. They continuously liaise with other agencies. They share vital information regarding children's welfare and needs. The whole staff team keenly participate in specialist training. For instance, they learn how to support children with specific medical needs. They recognise the importance of being able to meet the needs of all children across the nursery, not just children they work directly with.
• There is a calm and inviting atmosphere throughout the nursery. Routines and expectations are the same in all rooms and are thoroughly embedded from a young age. The youngest children receive support from staff to use their 'school legs' when they sit on the carpet. Older children instinctively sit with their legs crossed when they sit down for group time. They push their chairs in when they leave the table. As a result of this strong behaviour, staff rarely need to remind children what they need to do.
• Staff's interactions with children across the nursery are consistently strong. The qualified Montessori teacher expertly leads small group sessions, where children learn to handle fragile resources with care. Parents comment that they understand the Montessori ethos, thanks to the information staff share with them. The staff provide suggestions and ideas, which help parents to build on children's learning at home. This contributes towards the rapid progress that children make in their learning and development.
• Children's learning is expertly sequenced. For instance, children order pictures of familiar nursery rhymes. They sing the song, then sequence the pictures, then sing again to check the order. Once they have mastered this, staff ask them to sequence the pictures before they sing, providing higher levels of challenge. This helps staff to check children's understanding and stretch their learning even further.
• Staff provide children with an inclusive learning environment, offering all children the same experiences. For instance, children of all ages get the opportunity to cook. Staff instinctively adapt their interactions with children to support their individual stages of learning. The oldest children independently make sausage rolls, following staff's careful guidance. The youngest children receive support to develop skills, such as rolling and cutting. They are proud of their achievements. Staff provide parents with clear guidance about how to cook the food children make. They share vital information regarding the contents of the food, so that they can enjoy it safely.