Maytime Montessori Nursery

Inclusion: Expected standard

Staff get to know children and parents and carers well from the start. They find out what children already know and can do, both at the nursery and at home. Typically, staff observe children regularly in their play so that they identify any gaps in learning. Overall, leaders and staff use a range of strategies to support children with special educational needs and/or disabilities, and those facing other barriers to their learning and wellbeing. For example, they work closely in partnership with outside agencies as needed. Leaders seek advice and guidance from other professionals about actions to take to support individual children at the nursery. Parents are fully involved in discussions with staff. They are encouraged to contribute their own ongoing observations of children at home.

Leaders use additional funding effectively to promote children's interests and help to engage them in learning opportunities. For example, they have identified that those children who prefer to learn outside would benefit from enhanced provision. As a result, they are planning to make enhancements to the outdoor area. Staff adapt activities to support children's wellbeing. For instance, they focus on ensuring that transitions between routines are as smooth as possible, including when children move in to a new room.

Curriculum and teaching: Expected standard

Leaders design a thoughtful and inclusive curriculum. Staff use a mixture of adult-directed activities and open-ended play to support learning. They assess children's progress and share information with parents and carers to support learning at home. Planning is typically informed by what children need to learn next. However, staff do not consistently use their knowledge of children's next steps precisely enough to plan for every child to make the best possible progress.

Staff generally use effective strategies, such as open-ended questions and narration, to support children's language development. Staff introduce children to new vocabulary, with small-group sessions helping them to hear and use new words in conversation. However, at times, they ask too many questions or narrate continuously without allowing children sufficient time to think and respond. As a result, staff do not always gather information that is precise enough to identify what children need to learn next.

Staff weave mathematics throughout the curriculum, helping children to build skills for their future learning. Babies develop spatial awareness as they roll balls, toddlers explore measurement through water play and older children count and identify numerals.

Achievement: Expected standard

Overall, children, including those with special educational needs and/or disabilities and those facing barriers to learning, typically make steady progress from their starting points. However, some inconsistencies in the implementation of the curriculum mean that children do not always receive support to fully develop their knowledge across all areas of learning. Nevertheless, children build the skills for future learning, achieve well and are generally well prepared for their next stage of learning.

Children have opportunities to practise and develop new skills. They make their own choices and grow in confidence as they play alongside each other. Children benefit from a variety of different activities and experiences. Babies enjoy exploring water infused with mint leaves. Toddlers successfully complete jigsaw puzzles by placing pieces in the correct spaces. Older children enjoy creating pictures using different shapes. Children receive encouragement to keep trying when they find something trickier. This supports their independence, confidence and perseverance.

Behaviour, attitudes and establishing routines: Expected standard

Leaders create a positive environment where children behave well and learn to cooperate. Staff use praise and clear expectations to encourage sharing and turn-taking. Children of all ages learn to tidy up after activities, which promotes responsibility and care for their surroundings. For example, they work together to return equipment to the right place, showing teamwork and respect for the environment.

Staff are typically attentive to children's age and developmental stage when setting expectations. Daily routines, such as mealtimes, are organised and calm. Babies watch staff demonstrate how to use spoons, helping them learn new skills. Older children enjoy serving themselves food, which promotes their independence. These routines help children to develop confidence and self-care skills.

Nurturing relationships with staff help babies feel safe and confident to explore. For example, babies smile with delight as they crawl towards a familiar member of staff. As children move through the nursery, they develop respectful friendships and learn to be kind and manage their feelings. Warm and trusting relationships help children to feel secure and ready to learn. This supports children's development of self-control and positive attitudes towards their learning. Leaders promote children's punctuality and attendance in preparation for school. If children are absent, staff check on them with a phone call to ensure their wellbeing.

Children's welfare and wellbeing: Expected standard

Staff support children's welfare and wellbeing well. Staff respond promptly when children need comfort or reassurance. They check on children's safety and wellbeing during play. Babies benefit from warm and sensitive care. This includes gentle settling and prompt attention to meet their physical needs. Leaders and staff ensure that children develop a clear understanding of how to recognise and regulate their emotions. When minor disagreements occur, staff generally respond and children receive sensitive support to resolve them.

Staff typically encourage children to take small responsibilities, such as helping to tidy resources and collecting extra resources to add to their activities. Children are beginning to learn the importance of making healthy choices, including practising positive self-care routines. For example, they wash their hands after using the toilet to prevent the spread of germs. Babies receive sensitive support to find their comfort items when they need reassurance.

Staff promote healthy eating during mealtimes and encourage children to try new foods. Leaders monitor care practices. They ensure that routines, such as toileting, sleep and transitions, are managed safely and respectfully. For example, staff remain with children while they are sleeping and monitor their wellbeing. Leaders and staff make sure that children have access to daily outdoor play.

Leadership and governance: Expected standard

Leaders are passionate about their roles. They are committed to making a positive difference to the children and families they serve. Leaders place a high priority on building effective partnerships with parents and carers. Staff develop warm and trusting relationships with families. They maintain regular communication through daily discussions and written feedback. This helps to ensure that information is shared consistently and that children's individual needs are well understood. Parents and carers speak positively about the support their children receive. They comment that their children are happy and settled at the nursery.

Leaders evaluate the quality of the provision and identify areas for further development. They recognise that there are some inconsistencies in staff's teaching and understand the need for a sharper focus on professional development to raise the quality of practice more consistently. For example, although staff receive guidance and supervision sessions, leaders do not always identify precisely when some staff would benefit from additional coaching to strengthen their teaching skills.

Staff feel valued and enjoy working at the setting. They appreciate the support and guidance provided by leaders. Leaders promote staff wellbeing and take appropriate steps to ensure that workloads remain manageable.