Mace Montessori Nursery

Inclusion: Expected standard

Practitioners identify and assess children's individual needs well. Upon entry, they implement a thorough and robust system for gathering information about children. Practitioners meet with families to exchange vital information about children's needs. They discuss any concerns about children's development, as well as their likes and dislikes. Practitioners use this time effectively to build relationships with families and the children attending.

Practitioners meet the needs of children with special educational needs and/or disabilities. Leaders work closely with external professionals to provide the correct support for children. They listen to suggestions and hold children's best interests at the heart of everything they do. For example, leaders liaise with speech and language therapists to formulate strategies to support children's language development. Practitioners adapt their speech to meet the needs of the children they are interacting with.

Leaders and practitioners monitor children's progress and regularly review the support that is given. They complete the progress checks when children are aged between 2 and 3 years in a timely manner, and share these with families. These checks support families to know what support is needed for their children. On occasion, these assessments do not clearly indicate which area of each child's development needs support. As a result, children do not always get the targeted support they need in a timely manner. Leaders are aware of this weakness and are working to put this right.

Curriculum and teaching: Expected standard

Leaders are very passionate about the Montessori curriculum that they provide. They demonstrate a secure understanding of child development and children's age-appropriate learning. Leaders are very ambitious for all children, including those with special educational needs and/or disabilities. Practitioners place a sharp emphasis on children's acquisition of language and communication. Children develop a love for storytelling, songs and rhymes. Practitioners use every opportunity to share books and sing songs with children. They discuss the images and encourage children to think beyond the here and now. Young children delight as they sing 'Old MacDonald Had a Farm'. They confidently join in with the repetitive refrains and are keen to choose the next animal to sing about. Practitioners skilfully extend children's vocabulary by commenting on their actions. On occasion, children, including those with barriers to their learning, do not have their next step clearly identified, which means they do not receive the targeted support they need in a timely manner.

Practitioners foster older children's curiosity as they paint with water on the blackboard. They typically consider what the children already know and build on this knowledge. Practitioners introduce words such as 'evaporating' and give meaningful explanations for them to support understanding.

Leaders ensure that the curriculum for mathematics is sequenced and progressive. Younger children explore number names and counting through songs and rhymes. Older children are keen to sort and order numbers accurately. Practitioners skilfully incorporate mathematics into everyday routines. For example, older children count how many plates, cups and items of cutlery are needed when setting up the lunch tables. Practitioners ask meaningful questions to support problem-solving. As a result, children develop a secure understanding of mathematics to support their later learning.

Achievement: Expected standard

Typically, children make progress from their starting points, including those with special educational needs and/or disabilities. Children develop the skills needed to express themselves to their peers and a wide range of adults. They generally develop a secure foundation in communication and language development and personal and social development, as well as physical development. Children have plenty of space both inside the large rooms and outside in the garden area to practise fundamental movement skills. Younger children who are just beginning to walk have opportunities to cruise along furniture and repeatedly practise those large-muscle skills. Older children create their own obstacle course and practise jumping, hopping and balancing.

Younger children develop their small-muscle skills well when carrying objects and feeding themselves. Older children continue to develop their small-muscle skills by practising how to undo buttons and zips. As a result, children are well prepared for the next stage of their learning and development, including their transitions to school.

Behaviour, attitudes and establishing routines: Strong standard

Children are very well behaved. Leaders have high expectations for behaviour, which are commonly understood throughout the nursery. Practitioners consistently address unwanted behaviours, giving clear and age-appropriate responses, although unwanted behaviours are rare. Practitioners explain to children the reasons why certain behaviour is unwanted and the impact it has on their peers. For example, during a book-sharing session, practitioners discuss why it is important to look after the books and how they can repair a book that has been torn. Children are keen to explore solutions to problems and confident to share their thoughts, suggesting they can 'stick it'.

Children have a positive attitude towards their learning. They have respect for their environment and the resources. Children use glass tumblers and ceramic plates and handle them with care. They remind their peers about how these items should be used to prevent breakages. Practitioners provide specific praise. This supports children to understand what is expected of them.

Key-person systems are effective. Children develop secure attachments with their key people, who know them well. Practitioners act as positive role models, supporting children to understand their emotions. Children seek adults for support when needed.

Children are treated with respect. Practitioners seek their consent and value their responses during nappy changing and sleep times. Practitioners soothe the youngest children to sleep with lullabies and the comfort of their familiar practitioners. Children play collaboratively with their peers and often invite practitioners into their play. They demonstrate that they feel safe and secure. Leaders actively promote attendance. They monitor and evaluate attendance effectively and offer support when necessary. This supports children to establish important habits for later success.

Children's welfare and wellbeing: Expected standard

Leaders typically ensure that policies and procedures are robust in ensuring the welfare and wellbeing of the children. Leaders continually reflect on current practice and make changes where appropriate. For example, leaders have reflected on their door entry system and altered parents' and carers' collection routines to ensure that it continues to be robust.

Leaders embed consistent routines throughout the nursery. As a result, children, including those with barriers to their learning, know what is expected of them and when. Developing children's independence is a high priority for leaders and practitioners. Older children are the masters of their own learning. They select what they want to play with from the organised and well-resourced shelves. Children manage their own care routines, including dressing and undressing independently, washing their own plates, cups and cutlery after meals and cleaning their own tables and faces after eating. Toddlers take off their own shoes, pair them and place their socks inside their shoes before sleeping. All of these skills support children to be prepared for the wider world.

Children receive healthy and balanced food which is cooked on site. Practitioners generally discuss the importance of healthy eating and the impact food has on children's bodies. Routines for eating and sleeping are robust. Children are closely monitored and practitioners are aware of the signs of choking. Comprehensive policies for supporting children's dietary requirements are in place. This ensures that children stay safe.

Leadership and governance: Expected standard

Leaders are passionate about the care and education that all children receive at the nursery. They have clear and ambitious visions for securing the best outcomes for children. Leaders typically understand the strengths and weaknesses of the nursery. They act swiftly to improve areas identified for improvement. For example, leaders review their policy for regular visitors to ensure they are escorted safely out of the building. Leaders have robust systems in place for managing allegations. They understand their responsibilities for keeping children safe and work collaboratively with the local-authority designated officer.

Leaders ensure that safer recruitment practices are consistently followed. Clear induction processes ensure practitioners have a secure understanding of what is expected of them. On occasion, practitioners' targets during supervision meetings lack precision. As a result, sometimes practitioners are not clear on precisely where they need to improve.

Leaders take action to ensure that practitioners' wellbeing and workloads are manageable. They build respectful and professional relationships with the team. Leaders conduct regular supervision sessions and ad-hoc meetings with practitioners to discuss any concerns. Leaders and practitioners pride themselves on having a longstanding team.

Parental engagement is a key aspect, and one that the nursery celebrates. Leaders regularly invite families to the nursery to share in their children's learning. For example, leaders invite families in to participate in an art exhibition based around the artist Vincent Van Gogh. Families have the opportunity to discuss their children's artwork and get ideas on how to support their children's learning at home.