Little Gems Montessori Preschool

What is it like to attend this early years setting?

Children separate from their parents with ease as they start their day at the pre-school. They know the routine well. Children place their belongings on their pegs and change their outside shoes for indoor shoes. They are independent and quickly settle into their chosen activities. Staff interactions are kind and purposeful as they join in with various activities children choose. They listen to the children and ask them meaningful questions as they explore different colours on a light box. These interactions from staff help children feel safe and secure.

Children develop a love for stories. The eagerly recall the events in 'The Very Hungry Caterpillar' story. Staff are skilful and support children's language; for example, children learn new vocabulary, such as 'cocoon' and 'chrysalis'. They talk about how the caterpillar turns into a 'beautiful butterfly'. This extends children's knowledge of the world around them. Children make friendships with each other and behave well. All children demonstrated a positive attitude to learning, including children with special educational needs/and or disabilities.

Children experience a range of activities that support their physical development. For example, they concentrate as they fasten nuts and bolts. Children challenge their balance, as they build balancing beams with tyres and planks of wood. This supports children's large- and fine-muscle development.

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

• The manager and staff are passionate about delivering high-quality care and education to the children, following a Montessori philosophy curriculum. They gather information from parents to support children when they first start. This helps them to understand what children need to learn next. This is evident as children are deeply engrossed when using the Montessori equipment. However, occasionally, the sequence of some adult-led activities is not always implemented effectively. For example, children explore carefully created learning trays, but staff miss opportunities to develop their knowledge. This means children do not fully benefit from the intended learning opportunities.
• Staff swiftly identify any children that will benefit from additional support. They use advice from professionals to develop plans specific to the needs of the children. This helps staff deepen their knowledge and helps children's individual needs. For example, staff create purposeful activities to promote children's positive behaviour. This helps children to understand their different emotions and how to be kind to others preparing children for later learning.
• Children learn about the benefits of good health. For example, staff have recently reintroduced a self-serve fruit bar. Children know to wash their hands before they use spoons to scoop up their choice of fresh fruits. Staff have shared information with parents about healthy lunch boxes. Furthermore, children learn about oral hygiene as they take a bear home to practise brushing teeth with their parents. This approach supports both children and parents to understand the benefits of healthy practices.
• Children enjoy a variety of opportunities to be creative. For example, they access various resources, such as glue and scissors to create artwork. Children embed their earlier learning and draw caterpillars on easels. They are proud of their achievements and display these for others to admire.
• Children develop a good understanding of their local community and different cultures. Staff plan activities to celebrate diversity of the children who attend the pre-school. For example, children wear their traditional dress for festivals, and parents are invited to contribute to a 'culture box' to share with the pre-school. This helps to broaden children's knowledge of the wider world.
• Partnerships with parents are strong. Parents say that their children are very 'sociable' and 'independent'. They comment that they are extremely well prepared for starting school. They are complimentary about the care and education that staff provide their children with. They appreciate the daily communication that staff share with them about what their children have been learning. This means parents can extend their children's learning at home.
• The manager provides ongoing monitoring and supervisions to support their professional development. For instance, staff are currently training as forest school leaders. However, she does not fully precisely identify training to support staff in understanding the implementation of some planned activities to help children meet the learning intentions.

What the setting must and should do next

The provider should:

• enhance the sequence of the curriculum so that planned activities consistently build on what the children already know and can do
• refine and strengthen staff's understanding on how they implement adult-led activities to help children meet the learning intentions, supporting their overall development.