Linnet Montessori Grange Hill

What is it like to attend this early years setting?

Children thrive at this welcoming setting. Staff build strong, nurturing relationships with the children which they look after. This helps children to feel emotionally secure and safe. The curriculum is well planned and tailored to meet children's individual learning needs. All children make good progress, including those in receipt of additional funding and those with special educational needs and/or disabilities. Stimulating, well-chosen resources encourage children to follow their own interests and practise their skills.

Staff have high expectations of every child. Children's behaviour is very good, and they develop a strong sense of 'right' and 'wrong'. All children understand the setting's routines and the behaviour that is expected of them. For example, children line up before going outside without any prompting from staff. They wait patiently for their friends to put on their coats and calmly walk outside when everyone is ready.

Supporting children's communication and language is a strength in this setting. Staff understand the importance of exposing young children to spoken language and talk to them all of the time. They model the use of words and simple sentences, encouraging children to use them in different contexts. Staff use questions well to encourage children to practise their spoken language, while deepening their thinking skills.

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

• The curriculum is broad and inclusive. Staff place a focus on the prime areas of the early years foundation stage. They use observation and assessment well to plan children's next steps in learning. The manager works effectively with other professionals and parents, to ensure that all children are supported and reach their full potential.
• Key persons develop very strong relationships with parents from the moment their children begin settling in. They gather as much information as they can about the children beforehand. Key persons use this to plan activities which will immediately engage children's interests. This ensures that children's transitions from home to the setting are smooth and seamless.
• Staff's interactions with children are high quality. They observe children playing, and intervene to extend their learning. Staff introduce new resources to enhance children's activities. They know what they want to teach children and present information clearly, so that they understand.
• Staff promote children's independence well. Before having a snack, children confidently wash and dry their own hands. Children hand out the plates and cups and serve fruit to their friends. Afterwards, they help staff to tidy everything away.
• Staff understand the importance of children developing their language skills. Children enjoy reading and have access to a wide range of interesting books. They listen intently to stories, commenting on the characters and the plot. Songs and rhymes enhance children's learning. They have lots of opportunities to practise their early writing and drawing skills. All children develop the muscles in their hands and wrists well. However, they are not always shown or reminded how to hold pencils and paint brushes correctly. This means that their finger and hand control is not as efficient as it could be.
• Staff teach children the importance of developing healthy lifestyles. They enjoy regular, daily physical play and exercise in the well-organised outdoor space. Children enjoy running after their friends, balancing on equipment and playing ball games. They have healthy snacks and packed lunches, and drink lots of fresh water. Staff promote good oral hygiene with children and their parents.
• The manager regularly evaluates the provision, considering the views of children, staff and parents. Staff feel that they are well supported and appreciate the training opportunities, which the manager organises for them. All staff have regular supervision meetings and feel able to raise concerns with the manager.
• Partnership with parents is very effective. Staff organise regular events to engage parents in the life of the setting. Parents confirm that they are pleased with the regular communication and updates which they receive. They feel that their children are well cared for by the staff team and are happy with the progress which their children make. They appreciate the ideas they are given to support their children's learning at home.

What the setting must and should do next

The provider should:

• ensure that children are regularly shown and reminded how to hold writing and drawing implements correctly, to improve their finger and hand control and writing efficiency.