Leavesden Montessori House

What is it like to attend this early years setting?

Children of all ages thoroughly enjoy the time they spend in this calm, nurturing environment. They are greeted warmly by staff who swiftly engage them in meaningful conversations. For example, some children have returned from holidays abroad. Staff encourage them to talk about their experiences of different countries. Children demonstrate that they feel safe and secure. They form close bonds with staff, rushing into their arms when they arrive, and cuddling up to them for stories during the day.

Children demonstrate high levels of confidence. They show great determination when exploring the challenging activities, which staff skilfully organise. For example, children choose to arrange flowers into vases. They demonstrate great skill when using scissors to cut the stems, and when pouring water from crockery jugs into glass vases. Children are highly sociable. They engage well with visitors, welcoming them into their play and conversations.

Children of all ages are highly independent. Young children are confident at putting on their coats and shoes. They clear away their own cutlery and crockery after meals and snacks. Older children lay the table at mealtimes and demonstrate great skill in using cutlery correctly. Children leave the setting well prepared for the routines of school.

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

• Children are considerate and keen to take on age-appropriate responsibilities. For example, they are eager to help staff sweep up after meals and snacks. Children demonstrate great kindness and are swift to identify when others need help. For example, when their friend drops a pot of pencils, children rush to help in picking them up.
• Children's transitions through the nursery are well supported. They spend increasingly longer periods in their new environment. For example, initially children join their older friends for lunch. Staff encourage them to engage in conversations and to get to know their new friends. This supports children in their new routines before they move permanently.
• Children behave well in the nursery. Staff explain behaviour expectations before activities. They encourage children to explore the impact their behaviour may have on others. For example, children are making firework pictures. Staff remind children that they must share the paints so that everyone can have a chance to use their favourite colours.
• Parents speak highly of the manager and staff. They value the calm and nurturing environment they provide, and comment on how this supports children to settle well at the nursery. Parents greatly appreciate the social events the nursery plans, such as picnics in the local park. They comment on how these opportunities help to create a close and supportive community among families.
• Children's communication skills are well supported throughout the nursery. Staff engage children in high-quality discussions during one-to-one learning sessions and group activities. They model new vocabulary and introduce descriptive language at every opportunity.
• Staff provide exciting learning opportunities based on children's interests and past learning experiences. For example, children have been reading the story 'Handa's Surprise'. They have previously discussed the various fruits in the story and are curious to learn more about watermelons. Staff are swift to embrace children's curiosity. They purchase a watermelon and encourage children to explore the colours, textures and taste.
• The manager works hard to establish effective methods of communication with families. Parents attend regular consultation meetings to gather information about children's progress. Details about children's daily routines are shared via an online system. During the COVID-19 lockdown, the manager and staff maintained close contact with families. Staff provided ideas on how to continue children's learning at home, and took part in regular online story sessions.
• Staff have good knowledge of children's abilities. They complete robust assessments against both the Montessori curriculum and the early years foundation stage. However, when staff identify that children may require additional support, the manager does not always act swiftly on these concerns. Opportunities to maximise children's learning are occasionally missed.

What the setting must and should do next

The provider should:

• ensure the manager acts swiftly when addressing concerns about children's development, to allow all children the opportunity to achieve the best possible learning outcomes.