Maria Montessori Children's House

What is it like to attend this early years setting?

At the start of the day, sensitive and caring staff greet the children warmly. They allow children time to settle, helping those who are reluctant to leave carers after the summer break, before guiding them towards play experiences. Staff create a welcoming, safe and inclusive learning environment. The curriculum they deliver ensures that children have access to a broad range of stimulating activities. The pre-school follows a Montessori approach to education, which helps to support children to become confident, independent and motivated learners. Staff provide children with good opportunities to learn how things work and explore the outdoor provision. Children have great fun at the water tray. They learn that the solar water fountain needs sunlight to pump the water through its spout.

Staff support children's communication and language skills well. Staff provide an environment that is rich in verbal and non-verbal language. For instance, staff ask children open questions, use Makaton signs and provide 'brain gym' activities. Children extend their vocabulary as staff introduce them to words such as 'solar,' 'sphere' and 'scoop'. This helps to encourage children's speech, listening and comprehension skills. Children's behaviour is good. They share resources and take turns as they play. Children follow staff's instructions well. They roll up their mats and put away activities before moving on from their play.

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

• Children have lots of rich opportunities to develop their hand-to-eye coordination to support their early writing skills. They concentrate intently as they access practical, real-life activities. For example, children develop finger control as they access spray bottles and sponges to clean the windows. They also have fun creating marks with chalks in the garden with staff.
• The special educational needs co-ordinator and staff work hard to support children with special educational needs and/or disabilities. They liaise closely with parents and a range of outside professionals to ensure that plans and funding are swiftly put in place. This helps to enhance children's opportunities to reach their full potential.
• Children who stay for lunch have opportunities to learn about oral hygiene. For instance, they use toothbrushes and toothpaste after lunch to build on and extend their abilities in brushing their own teeth.
• The manager and staff have high expectations for children. The curriculum they provide helps children to develop the skills they need for starting school. Staff have a good understanding of what children can do, as they complete regular online observations and assessments of children's development. This helps them to plan one-to-one and small-group activities to support children to close any gaps in their development.
• Parents speak positively about the pre-school. For example, they praise staff for sharing regular feedback about children's daily care and learning through discussions and online systems.
• Children are offered a range of healthy snacks and lunches. Staff support children to learn how to complete tasks on their own during these times. Children confidently cut up and prepare fruits at snack time and pour out their own drinks from jugs. Mealtimes are a sociable occasion, where children enjoy delicious lunches, including vegetarian pasta bolognese. However, at times, staff do not provide opportunities to develop children's understanding of the importance of healthy eating and the effect it has on their bodies.
• The experienced and conscientious manager places a high priority on the well-being of staff. As a result, staff feel valued and enjoy working at the pre-school. They go on retreats, attend weekly meetings and have supervision sessions, and the manager supports their ongoing professional development. For instance, staff complete courses on Montessori learning, Makaton and manual handling.
• The manager is committed to self-evaluation and the pre-school has recently completed a Montessori accreditation scheme. This helps to improve outcomes for children. The manager regularly consults with staff, parents and children to devise ways to further improve the pre-school. Staff have revised systems to help children to settle into the pre-school. For example, they implement home visits and staggered settling-in periods to help children to transition into the pre-school with ease.

What the setting must and should do next

The provider should:

• support staff to consistently help children to learn about the importance of healthy eating and the impact it has on their bodies.