Little Diggers Montessori Ltd

What is it like to attend this early years setting?

Staff welcome the children into the nursery and are eager to listen to their exciting stories. Children independently take their shoes off and put their belongings away. Older children settle quickly and enjoy the range of activities available to them. Young children get comfort from their key person with cuddles and singing. All children are happy in this safe environment and have formed special bonds with all the staff.

The manager provides an ambitious curriculum. Each activity is thoroughly planned to ensure a significant impact on each child's learning and development. Children excitedly learn and show interest in the activities provided. For example, children explore 'smelly jars' following the interest in seaweed on a previous visit. The staff provide rich opportunities for the children. For example, children visit the local beach, garden centre, museum and library. Children learn about their local community and the importance of looking after it. The nursery also welcomes visitors to support children's understanding of the world. Visitors have included a police officer, dentist, author, and sports person. The manager ensures that all events are assessed for risk, including the inside and outside areas of the nursery.

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

• The manager has high expectations for all her staff, which they thrive on. The leadership team holds regular meetings with staff. This allows leaders to provide staff with positive feedback, to suggest new training and to support their well-being. Staff feel extremely supported by their manager. Staff keep up to date with relevant training. New members of staff follow an in-depth induction process. This includes specific training, working alongside leaders and visiting the other setting. The staff have a range of qualifications and experiences. The manager deploys the staff well to ensure the best teaching for the children.
• Children behave well. They follow the rules, which are to be careful, kind, patient and helpful. Staff remind the children of the rules regularly. Children explain what these mean to them. The staff allow children to take risks and children show they know how to keep themselves safe. For example, children access a range of sharp tools during forest school sessions. Children know when and how to use them. Children have a positive attitude to their learning and persevere when challenge occurs. They show pride in their achievements. Staff promote children to have a positive self-esteem.
• Children have strong communication and language skills. Staff provide opportunities for children to extend their language. For example, staff make good use of 'show-and-tell' sessions, drama activities and phonic lessons. The nursery has its own library area where children can choose a book to take home. There are constant two-way conversations between staff and children. Staff allow children time to answer questions and extend children's prior learning.
• Children have access to mathematical equipment. Staff talk to children about cutting fruit into halves and quarters. However, staff do not always extend children's mathematical learning within numbers and counting. Therefore, children's mathematical understanding is not fully secure.
• The area for babies is warm and suitable for their age and stage of development. Babies learn through exploring and being curious, especially in sensory play. Babies independently feed themselves. They confidently play with older children and feel very secure with their key person. Children of all ages develop well.
• The special educational needs coordinator has extensive knowledge on how to support children with special educational needs and/or disabilities. Staff work closely with parents and relevant agencies to provide the best support for all children. This ensures that all children progress in their development. Staff are quick to notice if children need extra support. They do constant assessments on the children and share these with their families. For example, families receive phone calls, have meetings and receive learning reports.
• Staff have a great relationship with the local schools, children's families, and other settings. Parents are extremely happy with the care provided for their child. Staff take exceptional steps to provide support for all children, especially those with an extra medical need. Parent partnerships are very strong, and communication is constant.

What the setting must and should do next

The provider should:

• strengthen staff's skills in recognising and responding to opportunities to support children's mathematical development even further.