Maynard Montessori - Stebbing

What is it like to attend this early years setting?

Children flourish and thrive in this delightful setting. They arrive with enormous smiles. The warm and receptive staff greet every child with a handshake and say, 'Good morning'. Very quickly, children settle into the warm and nurturing classroom and explore the vast array of learning experiences on offer. They seek out their friends and soon become deeply engaged in joyful play and learning. Children display immense perseverance and resilience. They immerse themselves fully in the many activities available. For example, they transport balls between bowls using small ladles and hammer golf tees into a pumpkin.

The Montessori method is expertly embedded across the setting. Children show the utmost skill as they handle glass jugs and snip flowers with scissors. Progression is evident as children move from simple to complex activities. Staff demonstrate their exceptional teaching as they provide children with rich and varied experiences. For example, children learn about different birds and begin to identify them during a forest walk.

Behaviour is exemplary. Children demonstrate the utmost care and respect for their resources. They complete their activities and return the trays back to clearly labelled shelves. Older children help younger children to complete tasks, showing kindness and tolerance. Children are incredibly motivated to learn and are relentless in their search for knowledge, asking questions as they explore their world.

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

• The curriculum is highly ambitious for all children. Staff use their expert knowledge of how children learn, combined with what children already know, to help children build and consolidate knowledge. For instance, children learn about how to take care of their stick insects and the life cycles of frogs, developing 'sticky knowledge' that lasts.
• Staff provide a language-rich environment for children. They use language such as 'enormous' and 'tiny' as they look at different tyres in the garden. When exploring the autumn tray, adults help children to compare conker shells, describing them as 'spiky outside' and 'smooth inside'.
• Staff and children are co-researchers. When children ask questions, adults support them to seek out answers and extend their thinking. For example, in the forest, they hear a bird sound that they think might be a woodpecker. Adults help children to retrieve their knowledge about woodpeckers. Children quickly determine that it is a different bird and want to find out more.
• Children are becoming impressive mathematicians. They expertly identify the shortest and longest rods as they place them in number order. They test out their answers once they complete the task, securing and consolidating their knowledge.
• Children are developing essential skills for the future. They prepare their snacks and fruit by themselves and pour their own drinks. At lunchtime, children clean and set out the tables and serve their own lunch as they develop their skills in using spoons and tongs.
• Children approach physical play with incredible energy. They navigate the outdoor spaces with curiosity and wonder. The herb garden provides children with an understanding of how plants grow. They use the produce in wider learning. For example, after growing sunflowers from seeds, they retrieve the seeds using tweezers to develop their fine motor skills. The seeds are reused, which helps children deepen their understanding of life cycles and sustainability.
• Children learn about risk and challenge. Outside, they use short ladders to climb and balance. They create a complex obstacle course around the garden, working together to apply their combined skill and knowledge.
• Children learn about the wider community and the families who attend the setting. Parents regularly visit the setting to talk to children about their culture or profession. For example, children learned about the work a farrier does and are learning words in Turkish.
• High priority is placed on parent partnerships and the wider family. Leaders have ensured that all parents have a voice in the setting and are active participants in their child's learning and development. Children with special educational needs and/or disabilities (SEND) receive the very best support to achieve the progress they are capable of. Parents speak highly of the team and have immense appreciation for the support children receive.
• Leaders show immense pride and passion in their work. The positive and open culture extends across the entire team. Staff report high levels of support for well-being. There is a commitment to ongoing professional development, which ensures continuous improvements in the quality of teaching.