Maria Montessori Nursery School

What is it like to attend this early years setting?

Meaningful bonds quickly form between children and staff at this friendly and welcoming nursery. The key-person system is securely implemented, and effective systems are in place for all staff to know what children are working towards. Staff communicate highly effectively with one another to meet children's needs. Babies turn to their key person for comfort and reassurance when needed. Older children confidently speak to visiting adults, sharing their ideas and experiences with them freely.

Opportunities for children to learn outdoors are strong. Despite having no dedicated outdoor space, children benefit from a wide range of daily opportunities to explore the local community. Children fully understand the expectations when they are out, walking carefully together and listening to instructions as they go. Staff allow children time to explore, and they speak to the children about the world around them. For instance, they explain to children about the daisies in the shade being closed and those in the sun being open. Children look at the plants closely with great interest. These exciting opportunities help children to learn through a range of first-hand experiences.

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

• Leaders reflect well and recognise how they can develop the nursery further. They have good oversight of the nursery and strive to provide the best opportunities for the children who attend. They engage positively with staff in relation to their professional development. They recognise the benefits of having a highly skilled workforce and support opportunities for staff to gain further qualifications and develop their knowledge.
• Staff hold meaningful and natural discussions with children, building on children's conversational skills. Staff know the children well and use this information to help children make connections between their experiences and discuss what interests them. They incorporate children's own home experiences into their conversations. For instance, children speak about their experiences of going on a plane and staff build on this further. They go on to discuss watching gliders, as they know this is something children have also experienced. These strong interactions support children to become confident and articulate communicators.
• Parents are complimentary about the nursery. They recognise the progress their children make and feel well informed about their children's learning. They speak positively about the support and advice that staff provide them with. Open communication between parents and key persons ensures that any gaps in children's learning or development are swiftly addressed.
• Learning opportunities are carefully planned for children. Staff consider the best way to build on what children already know and can do. Learning opportunities are planned based on children's interests and individual stages of development. Overall, the quality of staff interactions with children are strong. However, occasionally staff do not adjust planned activities or their interactions with children to ensure that children are challenged or have their learning extended in line with their individual targets and next steps.
• Leaders have created a curriculum focused on children gaining the relevant skills they need for the next stage in their learning. Staff give careful consideration to the learning environment to support children to develop their independence and lead their own learning opportunities. Children enjoy taking on roles and responsibilities. For example, toddlers help to hand out plates to the younger babies in the room. Older children learn to serve themselves at mealtimes. Children develop strong levels of focus and attention as they follow their interests, becoming deeply engaged in what they choose.
• Children enjoy listening to stories. Babies and toddlers gather around in the shade of a tree outside and listen intently to the story being read. Staff pause, allowing children time to look at the pictures. Staff demonstrate that they recognise the wide range of ages and abilities they work with. For instance, they use single words to share relevant vocabulary with babies, while they ask broader questions to toddlers, who are able to speak about what they see in the story in more detail.

What the setting must and should do next

The provider should:

• support staff to consistently provide challenging learning opportunities to help children make the best possible progress.