ME Montessori Nursery & Preschool

What is it like to attend this early years setting?

The provider has made extensive improvements since the previous inspection. These have been successful in raising the quality of the provision for children. The curriculum, although newly introduced, is beginning to provide children with meaningful learning that promotes their development well. Staff understand what children need to learn, and their teaching is targeted. Staff focus on developing children's communication and language skills and their independence. They help to expand on children's vocabulary by introducing them to new words and engaging them in simple conversations. Staff encourage children to complete small tasks, such as clearing away their plates at mealtimes. Children enjoy this responsibility. They start to become able to meet some of their own needs, such as putting on their shoes and coats before playing outdoors. Children enjoy being physically active and have ample opportunities to test out their developing skills. Staff know that some children like to play in a boisterous, rough-and-tumble manner and find appropriate ways for them to explore this safely.

Staff support children's good behaviour well. They have realistic expectations for children dependent on their age and stage of development. By recognising children's individual needs, staff adapt the daily routine as needed. This helps children to feel ready and willing to learn and promotes their confidence and sense of security.

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

• The setting is organised with children of all ages playing and learning together. The curriculum is flexible with staff recognising that children of different ages have different needs. They adapt their teaching accordingly. Staff are vigilant in ensuring that children's safety and well-being are always given priority. Although during the inspection there were no children on roll with special educational needs and/or disabilities, the provider identifies children who might experience disadvantage and ensures that the curriculum is ambitious for all.
• Activities and resources are readily available for children. Staff demonstrate for children and explain how to complete learning tasks. Children show interest and curiosity about how things work, such as unscrewing nuts and bolts and transferring liquids by pipette into test tubes. This sustains their attention and focus for significant time given their young age.
• The curriculum is still under development and review and is not fully effective in supporting children with their development when they play outdoors. Some resources are limiting, and, although staff supervise children well, teaching is less effective. As a result, some children do not appear consistently engaged in meaningful learning when playing outdoors.
• The provider recognises that mealtimes are valuable for encouraging children's social skills and independence. Staff supervise children closely to promote their safety and well-being when they eat. The provider works alongside parents to encourage children to learn about healthy foods, supporting them to feel confident in making good choices.
• Key-person arrangements are much improved, and key staff meet children's needs well. Staff know the children they care for well, and children show close attachments with them. Staff exchange information with parents about children's learning and progress. However, they do not find out specific information about children's experiences and home lives. Therefore, they cannot include learning about this in the curriculum for children to all celebrate what makes them unique and special.
• All staff demonstrate a comprehensive understanding of their roles and responsibilities in keeping children safe. They know how to recognise when children might be at risk of harm and understand what action must be taken to help safeguard them. Along with clear policies and procedures, effective risk assessments and a vigilant staff team, this helps to create a safe environment where children's emotional and physical needs are met well.
• The provider has worked successfully with the local authority and systematically developed an action plan to bring about rapid and measurable improvement in the quality of the setting. Recent recruitment of staff has added extensive knowledge and experience to the team. This has been highly beneficial for staffing and children's experiences. There is now a robust plan in place for staff's training, support and supervision. The provider is committed to continuing to build on the good quality of the provision.

What the setting must and should do next

The provider should:

• develop the curriculum so that children who prefer to learn outdoors experience consistently high-quality teaching and learning
• strengthen the curriculum to ensure that children learn about diversity and that their differences and similarities are known and celebrated.