Meon Springs Montessori - Kilmeston

What is it like to attend this early years setting?

Children independently put their belongings away as they enter the nursery, with staff supporting them if needed. They settle quickly due to the exciting activities available for them to choose. Staff communicate with the children as they play, extending their learning further. For example, children ask to draw a rainbow and staff question what colours they will need. They challenge them further by asking if they know a song that would help them to remember the order of the colours. Children are happy and engaged.

Staff remind children of the rules throughout the day. They support young children to tidy up and to sit nicely during large-group times. Staff question older children on the rules. For example, staff ask 'Why do we not draw on the floor?' Children explain the importance of looking after the equipment and the nursery. Overall, children's behaviour is good.

Staff follow an ongoing theme of 'growth' in their teaching. Children learn about their bodies and the importance of staying healthy and doing exercise. Staff put on structured sessions in gardening and forest school, where children learn about the world around them and even grow their own vegetables. Children partake in weekly physical education, where they do a range of activities to support their gross motor development. For example, children learn skills such as throwing, balancing and moving in different ways. They also join in with team games, where they follow instructions and work together.

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

• Managers support their team well. They hold regular supervision meetings, where they discuss their well-being and professional development. For example, managers help staff to gain qualifications in childcare. Staff receive an in-depth induction process when joining. They have access to a range of online training opportunities, which extends their knowledge and supports them in their role. Staff work extremely well as a team and praise each other on their achievements.
• Managers have created their own curriculum based round the early years foundation stage. This covers each area of development for children with end goals, intended to help them to progress in their learning.
• Staff identify children who may have special educational needs and/or disabilities. They are quick to intervene and support children, if needed. For example, staff have been working with children on their pronunciation of sounds. This is to support speech and language development. Staff understand when to reach out to external agencies if extra support or guidance is necessary. Children who speak English as an additional language are making good progress in their development. Staff use children's home language and work closely with parents to help support their communication and understanding.
• Staff know children and families well. Children all have individual next steps they are working on to ensure they progress in their development. They share these with parents along with how to support their child at home. Although each child has a key person, the key-person system is not as strong as it could be. For instance, staff do not ensure all parents know who their child's key person is.
• School readiness is extremely important to this setting. They work with local schools to ensure children are fully prepared for the transition. For example, they focus on developing children's confidence and independence. Children follow hygiene routines and understand the importance of these. For instance, they access tissues to blow their nose and wash their hands before mealtimes. Staff also encourage good manners, which teaches children about respect. Children have good self-care skills and personal development.
• Parents are extremely complimentary of the nursery. Staff regularly provide information to parents about the upcoming topic and what they will be learning. Parents receive updates on their child's development and are pleased with the progress their child is making. They communicate well and have built strong partnerships with the families.

What the setting must and should do next

The provider should:

• review and improve the key-person system to provide more consistency for children.