Les Petites Etoiles Bilingual Montessori – Tufnell Park

What is it like to attend this early years setting?

Children are extremely motivated by this stimulating and well-resourced environment. They show big smiles as staff greet them at the gate. Older children quickly scan the activities on offer, while younger children seek comfort and reassurance from familiar staff. Children are eager to explore, whether they are playing with water, or working out the best way to transport leaves. Leaders have an ambitious ethos for every child. Their aim for children is to become 'an independent and autonomous individual'. Staff carefully create a unique curriculum, which helps children to learn social skills and be independent. As a result, children take ownership of their play by making choices about how to do things and select resources independently.

Children's behaviour is exemplary. Staff are very kind, responsive and excellent role models. Children show respect and kindness to others. They benefit from a consistent routine, which helps them to predict what will happen now and next. For example, younger children are familiar with the routine of washing hands, then find an allocated chair to sit on, which is indicated with their own photo. Parents are provided with a range of information to support their children's learning and development at home. They play a vital role in continuing their children's learning.

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

• Children benefit from a language-rich environment, including children who speak English as an additional language. Staff work with parents to ensure that children hear and use their home languages in their play by learning key words from them. Children enjoy using storytelling cards to create a story and discuss the characters and their feelings with staff.
• Staff have high expectations for children. They give reassurance and encourage children while they learn to manage risks for themselves. For example, staff introduce children to real items, such as a glass and a china bowl at mealtimes. Staff scaffold children's learning until they become confident to handle the items and keep themselves safe.
• As a bilingual nursery, leaders and staff design and deliver an interesting curriculum based on the early years foundation stage and the French framework. The curriculum focuses on children's interests and developmental needs and is well sequenced. Leaders and staff provide a wide range of exciting experiences and activities. Children are highly engaged and focused.
• Staff develop highly effective partnerships with parents. They use a range of methods to engage parents and keep them up to date with their children's progress. Parents' and children's views are captured through an 'All About Me' document and a 'cultural calendar'. Staff use this information to plan enjoyable activities around various cultural celebrations. Parents speak highly of the caring staff, who they say are friendly and approachable.
• Staff have a clear vision for encouraging children's independence and healthy lifestyle. They provide children with plentiful opportunities to practise this. For example, older children wash their hands, collect their own water bottles and serve themselves. Additionally, staff provide children with various experiences to develop their knowledge about healthy eating. Fresh, nutritious meals are prepared for children and they enjoy talking to their peers about their favourite food. Children also benefit from real-life experiences of nature. For example, they grow vegetables in the planting area and observe how they grow.
• Passionate leaders, who aim to provide a high standard of care and education, lead the enthusiastic and motivated staff team. Staff feel very well supported by leaders. They are provided with excellent opportunities to develop their skills and knowledge further. Leaders establish strong links between the setting and sister settings. Leaders from each setting share new ideas to enhance their provision further.
• Staff know what children can do and need to do next. They are warm and respond well to expand children's critical thinking during play. However, some staff have not developed their teaching skills to the same high quality. At times, the teaching is not as effective as it could be. For instance, when children play with pasta using their senses, they are directed what to do with them. As a result, children quickly move to other activities. This means that some children do not have as many opportunities as others to practise their thinking skills.

What the setting must and should do next

The provider should:

• review the system for monitoring staff's practice to improve consistency in the quality of teaching.