Little Elms Montessori Nursery

Inclusion: Strong standard

Leaders and staff have high expectations for all children, including those with special educational needs and/or disabilities and those who face other barriers to learning and wellbeing. Staff benefit from regular training. This enables them to understand and apply inclusive approaches confidently. They want all children to make excellent progress from their starting points. Staff carry out thorough initial assessments and ongoing observations. They work closely with parents and carers to build a secure understanding of each child's needs. As a result, staff plan highly effective, targeted support that enables all children to access the curriculum alongside their peers. When needed, leaders work with external professionals to ensure that children receive appropriate support and make excellent progress.

Leaders and staff regularly monitor children's progress and review the effectiveness of support. They effectively adapt provision to meet children's changing needs. For example, staff use photos and visual prompts to support children with limited speech. This helps children to make independent choices and builds their confidence and self-esteem. Staff also work with parents of children who speak English as an additional language to learn key words in their home languages. This helps children feel safe and valued and to develop a deep sense of belonging. Parents value the support that leaders and staff provide, particularly in addressing barriers to children's learning and supporting their wellbeing. This holistic support helps children to feel safe and supports their progress.

Leaders use additional funding carefully and link it to each child's identified needs. For example, they provide resources and equipment, where necessary, to make sensory boxes to support their emotional regulation and development.

Curriculum and teaching: Expected standard

Leaders have designed a clear and well-sequenced curriculum that builds on what children already know and can do. Staff carefully establish children's starting points during the settling-in period. They carry out regular and accurate assessments of what children know and can do, and they use this information effectively to plan for their next steps in learning. All children make progress from their starting points and show high levels of engagement. Leaders prioritise children's communication and language. Staff engage children in responsive interactions, model new vocabulary and provide regular opportunities to sing and communicate throughout daily routines. For example, younger children sing simple action rhymes waiting for their lunch. Staff also use real-life experiences, such as a hailstorm, to extend older children's vocabulary.

Leaders and staff also prioritise children's personal, social, emotional and physical development, recognising that these form the foundations for future learning. Staff generally promote independence and confidence. However, they do not consistently give children enough time to complete tasks for themselves. For example, staff sometimes put on children's coats, wellington boots and aprons instead of encouraging them to try.

Children explore the outdoor environment, where they develop physical skills and learn about the world around them. For example, older children talk about what seedlings need in order to grow and take turns to plant small shrubs. Younger children explore the outdoor space through activities such as egg hunts. Staff incorporate mathematical development into a range of activities. Younger children sing counting songs, while older children count during everyday tasks. They use language such as 'full', 'half full' and 'empty' when exploring capacity.

Achievement: Expected standard

All children achieve well from their starting points. Children generally demonstrate independence. For example, they wash their hands before lunch, put on their coats and select resources to play with. Children make positive progress in communication and language, particularly with the adaptations staff make to support children who speak English as an additional language or are learning to express themselves.

Children have positive manners and take turns to speak. Children hear new vocabulary being modelled and benefit from consistent interactions at their level. Older children play cooperatively, while younger children play alongside others with appropriate support from staff. Children are well prepared for their next stages of learning. Older children benefit from carefully planned transitions as they prepare for school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff create a calm and positive learning environment. They establish clear expectations for children's behaviour. Children follow routines, which helps them to feel secure and ready to learn. However, staff do not manage children's behaviour consistently. At times, they do not reinforce their expectations or address inappropriate behaviour promptly. As a result, some children repeat these behaviours.

Staff build warm and nurturing relationships with children. They know children well and understand how to support their development. Staff provide reassurance and comfort for younger children and often extend the learning of those children preparing for school. For example, they use familiar songs to support children who are settling in. They provide resources that help older children to develop their understanding of mathematical concepts, such as size and measure.

Leaders promote positive attendance. They have clear procedures in place and monitor children's attendance closely. Leaders work with parents and carers to help them understand the importance of regular attendance for their children's learning and development. Parents speak positively about the staff team. They value the close partnerships that leaders and staff have established.

Children's welfare and wellbeing: Expected standard

Staff know children well and understand their individual care needs. There is a clear settling-in process, which is unique to each child. This supports staff to get to know children and for children and their families to get to know leaders and staff. As a result, staff build warm, responsive and caring relationships with children and their families.

The key-person system is effective. It ensures that all children, including those with special educational needs and/or disabilities and those with other barriers to learning, receive consistent and responsive care. Leaders ensure that all staff regularly share information about their key children so that everyone understands their needs and next steps in learning.

Leaders implement policies and procedures that support staff to keep children safe and healthy. Mealtimes are social occasions where staff sit with children. The nursery provides a healthy and balanced menu. Staff manage children's dietary requirements carefully. They supervise children closely during mealtimes. Leaders and staff work with parents to ensure consistency between home and nursery routines. Staff monitor children's sleep, intimate care and eating. They share this information with parents and carers through an online platform.

Leadership and governance: Expected standard

Leaders know their staff well. They have a clear understanding of strengths and areas for development. Leaders hold regular meetings to support communication and teamwork and to discuss children's learning. Staff speak positively about the support and training they receive from leaders. They value the team ethos and the support they receive from each other. Leaders prioritise staff's wellbeing. They provide regular supervision sessions, appraisals and professional development opportunities. However, further training opportunities relating to confident and consistent behaviour management techniques would support staff knowledge further.

Parents and carers speak very highly of the nursery. They appreciate the opportunities they have to discuss their child's learning and development. Parents particularly enjoy the regular coffee mornings, where they meet with other parents and local families. Parents appreciate the online platform, which informs them of what their child has been doing and the next steps in their educational journey. They also enjoy reading the information board and appreciate the open-door policy of the nursery. Parents know that they can approach leaders and staff whenever they feel they need to. They describe staff as an extension of their family.