Merrydays Montessori Nursery School

What is it like to attend this early years setting?

Children flourish at this setting where they develop superior levels of self-esteem, confidence and independence. They eagerly enter the nursery and quickly settle to their chosen activity. There is a calm, welcoming and happy atmosphere within the nursery. Children form excellent bonds with the staff who care for them. Children's emotional security is promoted exceptionally well by staff who act as excellent role models. This helps children to build strong friendships and show empathy for their peers. For example, children invite others to join their play but also kindly acknowledge when they may not want to join in. All children demonstrate excellent behaviour.

Children are highly motivated in their learning. They select from an excellent range of Montessori equipment and resources to practise real-life activities and routines. For example, children explore a range of different bottles with varying levels of challenge and are encouraged to learn to fasten and unfasten the different lids. Children concentrate for extended periods of time, exploring and investigating. For example, children select different sizes of building blocks and use these to build very high towers. They take time and persevere to make sure they are adding the blocks to the tower in the correct size order so that the tower does not fall down. Children show consistently high levels of concentration. All children, including children with special educational needs and/or disabilities (SEND), are making huge leaps in their development.

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

• The manager and her team are extremely passionate about providing children with a very firm foundation to their learning. They have an excellent understanding of the Montessori approach and how it supports children to progress across all areas of the early years foundation stage. They complete rigorous and ongoing assessments to help identify any areas for development and plan for future learning needs.
• Staff place an extremely sharp focus on supporting children's communication and language skills. Story times are exceptionally well delivered. Staff take the opportunity to introduce new and challenging vocabulary to children. For example, during one story session, staff read about a character in the book who 'grimaced'. The member of staff explains to children what this new word means, and she encourages them to make different facial expressions. Children giggle in delight as they do this.
• Staff promote children's understanding of mathematics across a range of activities. For example, when children are invited to come together on the carpet for group time, they are encouraged to help count how many children there are. Children help to count, and staff explain that there are 10 children sitting on the carpet, but that there are 12 children here today. Children are given time to think about this before they respond, 'We are missing two children then.'
• Staff have very high expectations for all children. Children with SEND receive exceptionally high levels of support to help them make excellent progress. They are extremely well included and supported to join in with activities, and they have their individual needs met at all times. For example, staff have an excellent understanding of their interests and individual learning styles and use this knowledge to skilfully engage children in the opportunities on offer.
• Staff reflect on each child's uniqueness and teach them to value and respect differences. They use books to talk to children about different families. Children are encouraged to contribute to discussions about their own family. Staff take time to listen to children's contributions, and they praise children for these contributions.
• Staff manage children's behaviour exceptionally well. They give clear and age-appropriate explanations to children. Staff act as superb role models, interacting with children in a kind, polite and caring manner. Children listen to and respond attentively to requests from staff. For example, during a music session, children are encouraged to play their choice of instrument. Staff ask them to 'play, play, play and stop', and children know to stop on request.
• Partnership working with parents is strong. Parents feel extremely well informed about their children's time at the nursery. Parents express how satisfied they are with the nursery. They say that they would highly recommend it to others. Parents say that their children are progressing above and beyond their expectations.