Little LLamas Montessori Nursery

Inclusion: Expected standard

Children are warmly welcomed into the nursery, where their individual needs are recognised and supported. Staff create an inclusive environment by adapting activities so all children can take part, regardless of their ages, abilities, and starting points in development. They know the children well and can identify when a child may need extra help. Staff assess children's needs carefully and respond quickly, ensuring support is in place to reduce barriers to learning and wellbeing.

Leaders have high expectations for all children and understand their role in promoting inclusion. They work closely with staff to ensure children with additional learning needs or potential special educational needs and/or disabilities are supported effectively and receive the right help at the right time. Staff and leaders know how to access external professional support when needed to help maintain continuity of care and ensure children benefit from specialist advice. Children who speak English as an additional language are supported well. Staff learn key words from parents and use children's home languages alongside English in daily routines.

Children's uniqueness is valued, and staff take the time to understand their interests, backgrounds and ways of learning. This helps children feel respected and included. Positive relationships are evident across the nursery, and children clearly feel they belong. Thoughtful and effective planning is maintained, helping all children make the progress they are capable of.

Curriculum and teaching: Expected standard

Children are happy, confident and settled in the nursery. The curriculum is broad and well designed, covering all areas of learning. Staff plan activities that build on what children already know and can do, helping them make steady and secure progress. Teaching is reliable, and staff confidently explain how activities support children's learning. Most children stay engaged and show enjoyment in their play.

Staff are positive role models for communication and language. They support children's language development through regular conversations, singing songs and reading stories. Mathematical learning is woven naturally into play, such as filling and emptying containers, exploring shape, space and measure through construction, and solving simple problems. Children benefit from a wide range of creative experiences that support their imaginative development, including exploring dough and making 'pancakes', making 'coffee' using the interactive machine and dressing up to encourage imaginative learning.

Children are developing early literacy skills as they listen to stories, use books in their play, and take part in activities such as making marks in sand. Physical development is promoted through balancing on stepping stones, riding bikes and trikes, using beams and dancing. Younger children have access to climbing and balancing frames in their rooms; however, older children have fewer opportunities for large-scale physical challenges.

Achievement: Expected standard

Children across all age groups make expected progress from their starting points and show strong development in key areas of learning. Babies explore confidently, using early sounds and gestures to communicate, and they begin to feed themselves with support. Toddlers make choices about their play, such as deciding whether to be indoors or outdoors. They recall familiar phrases from stories and real-life events during their play, for example when acting out shopping scenarios. Pre-school children express their ideas clearly, using stories and props to make connections, and they show growing independence by pouring drinks and getting ready for outdoor play.

Children use numbers in everyday situations and confidently build their mathematical skills. They show imagination through creative play and develop their understanding of the world by exploring nature and investigating natural resources, such as plants and pine cones. Children talk about their families and use simple technology to support their learning. Children take part in activities that are adapted so everyone can join in and make progress, and achievements are recognised and celebrated across all areas of learning.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well across the nursery and understand simple rules and routines. They show kindness, take turns and respond positively to staff guidance. Children demonstrate that they feel safe, including those who are new to the setting. They settle quickly through well-managed transitions and consistent routines. Older children have formed secure friendships, which they maintain confidently during group activities.

Children show motivation to join in, and they display positive attitudes towards learning. They make choices about their play and follow routines with increasing independence. Attendance is promoted well, helping children benefit fully from the experiences on offer. Children of all ages feel included because relationships with staff are trusting and respectful. Children who may face barriers to learning or wellbeing are supported sensitively, and inclusive approaches help them take part successfully in daily routines. Staff are kind, considerate, and model positive behaviour, praising and encouraging children to do the same. Routines are managed well to help children understand when a change is occurring, with staff singing a countdown song to prepare them for an upcoming transition and to help them understand that the activity is coming to an end. This supports children to be ready for tidying up.

Children's welfare and wellbeing: Expected standard

Children are safe, happy and clearly well cared for throughout their time in the nursery. They build warm, trusting relationships with staff, who respond sensitively and consistently to their emotional needs. Safeguarding procedures are well understood and carefully followed, ensuring that children's wellbeing remains a priority at all times. The environment is safe, welcoming and thoughtfully organised to support children's independence and exploration. The baby room, in particular, is cosy and inviting, helping the youngest children feel secure and settled. Effective hygiene practices are maintained, and children are encouraged to develop important self-help skills, such as washing their hands, feeding themselves and taking responsibility for simple tasks.

Children benefit from healthy daily routines, including regular outdoor play, opportunities for physical activity and access to wholesome snacks. Staff encourage children to make positive choices, and they promote suitable manners, social skills and an awareness of screen time. However, staff do not always make the most of opportunities to deepen children's understanding of healthy lifestyles, for example by discussing how different foods and drinks affect their bodies. Leaders demonstrate a strong commitment to children's welfare and development, and inclusive approaches ensure that every child feels valued, supported and able to thrive.

Leadership and governance: Expected standard

Leaders understand the requirements of the early years foundation stage and ensure these are all met. For example, adult-to-child ratios are maintained, and only staff who have satisfactorily passed safer recruitment processes carry out intimate care routines with children. Staff feel well supported and describe the ethos as feeling like a family. They value leaders' commitment to their wellbeing and the regular opportunities for training that build their confidence and knowledge.

Staff meetings and team discussions are used well to share information and reflect on practice. Leaders review practice and use their evaluations to drive improvements. They maintain a focus on quality and have a clear understanding of both strengths and areas for development in teaching. Supervision and mentoring take place; however, these are not fully embedded enough to give leaders precise insight into where staff need support. As a result, some staff still prioritise paperwork over being present with children. Leaders recognise these gaps and are working to strengthen monitoring and provide further training to improve teaching.

Partnerships with parents are positive, with parents valuing staff communication, including regular conversations, phone calls when needed and the online app. Staff share learning information, discuss concerns and signpost families to appropriate support where required. Leaders and staff clearly understand their whistleblowing duties and follow the correct procedures to report concerns, recognising this as essential to a safe culture.