Little Sweethearts Montessori School

What is it like to attend this early years setting?

Children and their parents are warmly greeted by staff on arrival to this warm and calm nursery. Children know the nursery routine well. They independently put on their indoor shoes and happily join their friends to begin their day. Children enjoy a healthy breakfast of crackers, bread, spread and fruits. They confidently use cutlery to spread butter on their crackers and pour water into a glass. Children are encouraged to independently choose what they want to play and learn, depending on their interests. For example, children learn about two-dimensional shapes using sensory touch to support their understanding. Staff model, repeat and encourage children to feel the shape until their curiosity allows them to try the next stage independently.

Children behave well in this nursery. Staff encourage children and model their expectations to create a calm learning environment. Children tidy up after themselves before moving on to the next activity. Children enjoy creative play using various mark-making resources available, such as paint, pencils, pens and scissors. Children paint boxes to create a house based on their learning of homes and buildings. Books are readily available for children to explore and make links in their play, so they begin to understand the various types of buildings and their uses. Children respond well to the praise from staff. For example, when children attempt to create a building with large blocks, they are encouraged to use trial and error to see which blocks fit on to one another. This helps to build children's confidence. Staff communicate skilfully with children and provide good support to children who are learning to speak English as an additional language. Staff learn key words in children's home languages to help children to settle.

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

• Children develop their independence skills very well. On arrival, staff encourage children to hang up their coats, hats and outdoor shoes on their named pegs. At mealtimes, children can help themselves and use cutlery. Older children can pour water from a jug, with younger children being supported by staff.
• Staff gather information about children when they first start. They provide activities based on children's interests and engagement. Staff use their regular observations to identify any gaps in children's learning. Where necessary, staff work with other professionals to support children to make progress from their starting points in development, including children with special educational needs and/or disabilities.
• Children gain good language and literacy skills. For example, during story time, children listen carefully and enjoy singing. Staff use opportunities to extend children's language and ask them questions. They calmly give children time to think and respond, supporting their confidence.
• Leaders have high expectations for the nursery. Staff are encouraged to undertake training to build and share their knowledge. They also use peer-on-peer support to identify their strengths and areas for further development.
• Staff teach children about healthy lifestyles and how to look after their bodies. Children wash their hands before meals and are encouraged to wipe their noses with tissues and discard them appropriately into the bin. Children eat nutritious snacks and lunches, which consider their dietary requirements. They have regular outdoor exercise where they jump, climb and hop to extend their gross motor skills.
• Partnerships with parents are strong. Parents are happy with the progress which their children make and the support which staff provide. Staff share regular information with parents about their children's needs.
• Children engage well with staff during their learning experiences. They respond to questions and show a positive attitude to their learning. For example, during everyday practical life experiences, children fill and pour with jugs, and polish and scrub with cloths. This provides children the opportunity to concentrate and learn through sequence.
• Staff provide a rich environment that promotes diversity and inclusion. For example, when celebrating festivals, parents share stories to support children's understanding. Staff offer children activities to extend their learning, such as creating lanterns at Chinese New Year. This helps children to learn respect for others and understand what makes them unique.
• Children learn and respond to routines. For example, after each activity, they tidy up after themselves learning to respect their environment.
• Children learn about numbers and shapes. However, staff do not ensure that there is consistent teaching of mathematical language in all rooms.
• In the room for younger children, staff do not ensure that they consistently promote children's language and encourage them to share their experiences, such as at mealtimes.

What the setting must and should do next

The provider should:

• reinforce the use of mathematical language in all areas of the nursery so that children develop the necessary building blocks to excel in mathematics
• support younger children more consistently to extend their language and to share home experiences and their knowledge.