Little Angels Montessori

What is it like to attend this early years setting?

Staff greet children and parents warmly as they arrive. Children are pleasantly welcomed into the caring and nurturing environment. They are encouraged to say, 'Bye!' to their parents at the gate. Children know the routine well. For example, they put their lunch boxes in the appropriate place and get ready to start the day.

Staff know the children well and use their knowledge to provide varied and stimulating activities based on the children's interests. These are reflected in their teaching and the curriculum. For example, children explore with different mark-making tools. Older children learn to write their name.

Children quickly form secure attachments with the experienced staff. They are happy to approach staff for support, when needed, demonstrating that they feel comfortable, confident and safe. Children understand the rules and behavioural expectations of the pre-school. For example, they willingly help to tidy up before changing to another activity. They wait for each other to sit at the table before opening their lunch boxes. Children learn to share, wait their turn and are respectful of each other. Older children are very kind and helpful. For example, they ask the younger children if they would like some help to open their cheese packet.

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

• Staff plan effective ways to engage all children and follow their interests. For example, children enjoy exploring with water in the garden. Older children keenly work out how to fit the tube to a funnel and observe how the water flows through. Younger children curiously work out how the water wheel works. All children progress well in their learning.
• Staff have high expectations for children's behaviour. They model the behaviour they would like to see and are kind and courteous to each other. They are skilled at identifying any triggers that may indicate a child might need support, and act immediately. For example, they use pictures of the routine to help children understand what is happening throughout the session and help them settle.
• Staff place a high priority on supporting children's communication and language development. For example, they model different words and children join in with singing and action songs. Staff ask children questions about the story they have read and allow children time to think and respond.
• Children recall the story read by staff effectively, which they then retell. Staff have introduced a lending library so children can share books at home. This helps children to develop an enjoyment of books. They have many opportunities to practise their mark-making and writing skills. Children learn different letter sounds, which supports their reading skills effectively.
• Staff support children's mathematical development well. For example, they count the number of rule cards and talk about how many they have all together and how many less they have after one is taken away. These experiences help children to learn different mathematical concepts appropriate for their age.
• Staff support children effectively to learn about healthy lifestyles. For example, they encourage children to wash their hands before eating and provide fresh fruits and water at snack time. Children play in the outdoor area daily and learn about the importance of brushing their teeth.
• Staff support children's independence well. For example, children choose from a range of different resources to support their own learning. They develop good self-care skills, with staff's support. Children learn good skills for their next stage in learning.
• Parents share how happy their children are at the pre-school. They praise the caring staff and how committed they are to the children, and are confident that their children are safe. However, communication with parents can be further improved. For example, although there is lots of information shared about what the children are doing and what is happening in the pre-school, this information is not individualised to help parents understand more about their own child's learning.
• The manager focuses strongly on supporting staff's well-being and their professional development. For example, the team attends training to develop skills in signing to further support children's speaking skills.

What the setting must and should do next

The provider should:

• provide more individualised communication with parents so they are kept regularly up to date about their child's time in the pre-school and further enhance children's learning.