Lemon Tree Montessori & Daycare

What is it like to attend this early years setting?

Children are secure and happy in this homely setting. They settle easily and quickly engage in the fun activities on offer. Staff support children's emotional well-being effectively. Children form close relationships with the nurturing staff. They approach them with ease for cuddles and reassurance, and staff respond warmly. Each child has a key person, which helps children settle and develop a sense of belonging in the setting.

Leaders and staff get to know the families well and find out about children's unique interests and needs from the start. This enables them to plan a suitable curriculum, which builds on what children already know and enjoy. Leaders and staff are ambitious for all children, including children with special educational needs and/or disabilities and those from disadvantaged backgrounds. They plan for each child to help ensure that no child is left behind.

Children develop positive patterns of behaviour from an early age. They learn to recognise and manage their feelings and how their behaviour may impact on others. Children interact well with each other, show kindness and share. They receive regular praise and encouragement, which helps develop their self-esteem. Children quickly develop independence and learn to do things themselves. They know to hang up their coats on arrival and help tidy away. This helps children develop key skills for the future, including their eventual move to school.

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

• Overall, the curriculum is implemented well and supports children's learning across all areas of their development. Staff observe children, monitor their progress and plan for what comes next. This helps quickly identify and close any gaps in children's learning. Staff work with parents and other professionals. They recognise when to make referrals to other agencies to ensure that children catch up. Children who are disadvantaged or need additional are supported well by the higher adult-to-child ratio.
• On the whole, activities provide rich-learning opportunities for children. That said, occasionally not all group activities are planned precisely to consider the varying needs of the children taking part. For example, some children become distracted in large groups, which does not maximise their learning opportunities at these times.
• Children's communication and language is supported well. Children enjoy songs and stories. Staff ask questions and give children time to respond. Children confidently repeat familiar words. Children who speak English as an additional language have opportunities to use and hear home languages. Children enjoy Spanish sessions. They play instruments and sing words in Spanish. Staff work on speech and language programmes for children who need additional support. For example, they use simple words, pictures and gestures.
• Children benefit from daily fresh air and have fun as they explore outdoors. Children are curious to learn and enjoy planting activities. They learn how seeds grow and how these need sun and water to flourish. Children develop their physical skills. They ride tricycles and move their bodies in a variety of ways. They balance, climb and slide on apparatus. Staff help children learn to make healthy choices. They talk about the importance oral hygiene and provide a healthy diet.
• Children benefit from the learning opportunities on offer. Staff encourage children to explore and join in. Children are motivated to learn and eager to try new experiences. For example, young children show curiosity during sensory play. They use their small muscles to hold tongs to pick up rice. Older children concentrate as they work out how train tracks fit together. Children make marks on large sheets of paper and show pride in their achievements.
• Partnership with parents is strong. Parents receive regular information about children's development through an online system and daily discussions. This provides a consistent approach to children's care and learning. In addition, parents receive newsletters and attend consultation meetings and events. Feedback from parents is positive. Parents speak highly of the supportive and caring staff. They comment their children enjoy attending and are developing well.
• Staff benefit from regular supervision and team meetings. All staff have opportunities for professional development. Staff completed regular training. Following training to support learning for younger children, staff have redesigned the environment to make this more enabling for children to be able to make choices. Staff enjoy working in the setting and say they feel supported.

What the setting must and should do next

The provider should:

• review the organisation of group activities to increase the engagement of all children.