Little Acorns Montessori Buckler's Park

Inclusion: Strong standard

Leaders have established a strong culture of inclusion where all children, including those with special educational needs and/or disabilities (SEND), thrive through skilled practice and targeted support. Leaders and staff maintain high expectations for all children and ensure no child is overlooked.

Staff recognise when children require additional support and implement effective strategies consistently across the nursery. They use visual prompts skilfully to support children's understanding and communication. Visuals are readily available on staff lanyards and are used throughout the day to reinforce routines, expectations and language. Topic specific visual resources help children understand and use key vocabulary. This supports them to access the learning with increasing confidence.

Leaders have implemented robust systems to monitor children's progress. Staff adapt targets and support strategies in response to children's developing needs. As a result, children make strong progress from their individual starting points. The learning environment reflects the nursery's commitment to meeting the needs of all children, including those who are disadvantaged and those who have SEND. A thoughtfully designed sensory room provides a calm, nurturing space where children can develop self-regulation skills and receive focused support when needed.

Leaders and staff work effectively with a wide range of external agencies. Information is shared appropriately and in a timely manner. Children and families benefit from coordinated, well-planned interventions that reflect their individual needs and help secure positive outcomes. Additional funding is used strategically to provide targeted resources, experiences and support.

Curriculum and teaching: Strong standard

Leaders have a secure understanding of the curriculum. There is a strong focus on pedagogy, ensuring the teaching is purposeful, responsive and rooted in a secure understanding of how children learn. Staff know the children well. They use this knowledge to build on individual interests and stages of development. They skilfully adapt their invitations to learn in the moment, following children's ideas and curiosity to deepen learning. For example, as children transformed into pirates, they set about working collaboratively to create a map to find the buried treasure. Children remain highly engaged and demonstrate sustained levels of concentration and enjoyment throughout the day.

Staff are impressive storytellers who bring books and experiences to life through expressive language, role play and enthusiasm. This captures children's attention and inspires rich conversations between all ages of children. Staff consistently use high-quality interactions to extend children's thinking. They frequently think out loud, posing thoughtful comments and questions, such as 'What next?' and 'I wonder if'. This encourages children to predict, investigate and solve problems independently.

Staff weave mathematical language into everyday experiences. For example, children count each turn as they mix the mud pie and count each piece of treasure they have found. Younger children develop early counting skills through effective use of songs and props. Older children are challenged to deepen their mathematical understanding. Staff identify and address misconceptions through skilled questioning and modelling. They extend children's thinking by asking questions, such as 'What is 2 more?' As a result, children develop secure mathematical understanding and strong problem-solving skills.

Achievement: Strong standard

Children achieve well because leaders and staff place communication and language at the centre of the curriculum. The environment is language rich. As a result, children communicate with increasing confidence and use language to negotiate, collaborate and solve problems. For example, children worked together to consider how they might catch the pretend character 'Captain red coat'.

Children begin to develop secure literacy skills. Younger children understand that marks carry meaning. They begin to assign purpose to the marks they make. Others independently write single words or short phrases. Children apply their mathematical knowledge during play. For example, children hunt for worms to add to the worm smoothie. They find plant parts and pipe cleaners and pretend these are worms. Children count out the worms as they add them to the pot.

Children, including those with special educational needs and/or disabilities, respond to signing and visual supports alongside spoken language to express themselves and understand routines. As a result, children develop increasing independence and make strong progress from their starting points. Children are well prepared for the next stage of their learning. They demonstrate the confidence, independence and resilience needed for a successful transition to school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have created a calm and respectful culture. Children feel safe and valued. They understand what is expected of them and respond well to the high expectations that leaders and staff set. Staff help children understand why rules matter. For example, if children run inside, staff explain that running inside is unsafe because someone could be hurt. As a result, children begin to regulate their own behaviour and make sensible choices.

Staff consistently model positive behaviour and respectful communication. They support children to build friendships and interact cooperatively. For example, when children find turn taking challenging, staff ask them how they can solve the problem. Children respond by getting a timer, so they know when it is their turn next.

Children with special educational needs and/or disabilities are supported effectively to understand routines, rules and expectations. Clear visual instructions and consistent modelling help them understand what is expected. They respond well to guidance and become increasingly independent. Relationships between staff and children are warm, trusting and secure. Children form strong attachments with the staff who care for them. Leaders monitor attendance carefully. They work closely with families to promote the importance of regular attendance.

Children's welfare and wellbeing: Strong standard

Children's wellbeing is prioritised. Children express their emotions openly and are developing the skills to manage their feelings successfully. For example, when disagreements arise, children are supported to talk about how they are feeling. Staff use simple breathing strategies to help them remain calm and regulated. As a result, children resolve minor conflicts positively and develop increasing emotional resilience.

Children have developed strong, trusting relationships with staff through the effective implementation of the key person approach. Children seek their key person out for reassurance and eagerly share their experiences. This reflects the secure attachments that have been established. Staff are attentive and responsive. They ensure that children are well cared for and that their emotional and physical needs are consistently met.

Children develop an awareness of oral health through meaningful learning experiences, including learning about topics, such as people who help us. Leaders also work effectively with parents to promote children's safety at home. They provide them with guidance and information about keeping children safe online. Mealtimes are calm, relaxed and sociable occasions. Children enjoy talking with their friends and staff as they eat together. They demonstrate good manners, polite language and positive social skills. Staff talk to children about healthy foods and how they keep their bodies strong. The nursery provides unusual fruits each week to encourage the children to try new and exciting foods. Safer eating practises are embedded into daily routines.

Sleep routines are implemented effectively, ensuring children rest in a safe and nurturing environment. Staff monitor sleep sessions appropriately.

Leadership and governance: Strong standard

Leaders have a secure strategic overview of the nursery and a clear vision for continuous improvement. They know the nursery well and use self-evaluation to identify strengths and priorities for development. Decisions are carefully considered. They are rooted in securing the best possible outcomes for all children.

Leaders have established a positive and collaborative culture in which staff feel respected, listened to and valued. Staff report they are well supported. Leaders actively seek staff views, fostering a shared commitment to improvement. Staff wellbeing is given a high priority. Leaders carefully consider workload. They organise systems and processes to enable staff to focus on delivering high-quality care and education. Professional development is supported through regular supervision sessions. The sessions are purposeful and reflective. They provide staff with the opportunity to discuss their training needs, reflect on their own practice and review the progress of their key children.

Leaders have created a culture of high expectations, collaboration and continuous reflection. This contributes to high levels of morale and strong teamwork. Parents speak highly of the communication they receive from nursery. They value the support, guidance and advice offered by the nursery and feel that staff know their children well. Strong relationships between nursery and families ensure parents feel involved and confident in the care and education their children receive.