Milton Keynes Montessori Preschool

Inclusion: Strong standard

Children with special educational needs and/or disabilities (SEND) and those who face barriers to their learning receive superb support. With the skilled guidance of leaders, staff are particularly effective at identifying and supporting these children. For example, all staff receive training on the graduated approach and discuss children's progress weekly at staff meetings. Staff expertly use their knowledge of each child to put personalised strategies in place, which they regularly review. Staff actively signpost parents and carers to a range of professionals to support children with SEND and those who face barriers to their learning. This ensures that children get the specific support they need.

Leaders swiftly identify children who may not be making expected progress. They identify any barriers and how they are supporting and monitoring these children to close any gaps in their development. For example, staff access the local authority's inclusion team, personalise learning and use the graduated approach with ease to check on the impact of the learning.

Furthermore, leaders source additional funding for specific children's needs. Staff use funding to purchase carefully selected resources that extend and enhance children's learning experiences. For example, children take resources home to support their learning and have hot meals provided for them at the setting.

Curriculum and teaching: Strong standard

Leaders plan and implement an inspirational curriculum. Their precise knowledge of children's individual abilities enables them to adapt their strong teaching to meet children's targeted needs. Leaders have superb pedagogical knowledge and can explain with ease how their planned curriculum fits into the early years foundation stage. Leaders know the importance of a strong focus on children's communication and language development. For example, they support younger children with small-group work. Numeracy and mathematics are woven into children's daily learning. Children can identify shapes and colours and start to count confidently.

Staff provide an excellent range of activities and experiences that skilfully combine the Montessori ethos to support children's next steps in their learning. This starts from the outset, with home visits, comprehensive settling-in sessions and assessments, and continues through their journey at nursery. Staff plan and evaluate a range of child- and adult-led experiences, with each child's individual learning taken into account.

Staff make skilled adaptations to support children who speak English as an additional language and those with special educational needs and/or disabilities. They plan learning opportunities to support children with a range of physical and emotional needs. For instance, staff implement activities to strengthen children's fine motor skills and use yoga to support their physical and emotional development.

Achievement: Strong standard

Children acquire language very effectively in this setting. For example, they learn about a badger and extend their vocabulary to include words such as 'snout' and 'paws'. Children with special educational needs and/or disabilities and those who face other barriers to their learning achieve very well from their starting points.

Children make superb progress for their next stage in learning, including school. They gain an excellent range of skills to take care of their own needs. For example, children competently flip their coats and change their shoes. This supports children in preparation for the eventual move on to school.

Behaviour, attitudes and establishing routines: Strong standard

Children behave exceptionally well. The nursery is very calm and staff manage children's behaviour in extremely positive ways. Staff are excellent role models. They use a range of strategies to support children's understanding of how to regulate their emotions. For example, staff plan weekly yoga sessions and all children select a daily 'job' to undertake, such as to sweep up, clean a table or wash up a glass. Staff promote an ethos of all children taking responsibility for their actions and being considerate of their friends.

A highly effective key-person system is in place. All staff know all children exceptionally well. Staff use their in-depth knowledge of each child's home life and cultural background to ensure they are represented, respected and celebrated at nursery. Leaders embed teaching that focuses on grace and courtesy within their planned curriculum. This supports children's understanding of kindness and considerate behaviour towards their friends and staff at nursery.

Leaders and staff understand the importance of good attendance and punctuality at nursery. When children are absent, there are robust systems in place to check on children. Staff engage with families very well, and relationships with parents and carers are superb.

Children's welfare and wellbeing: Strong standard

Children receive an extremely warm welcome on arrival at nursery. They settle exceptionally well. There is a highly effective key-person approach, enabling children to make excellent bonds with staff. Staff really know all children and their families exceptionally well, including children with special educational needs and/or disabilities.

Children learn about healthy lifestyles and how exercise and healthy food are good for their bodies. Staff also teach children about how to be safe. For example, children know they need to take small bites to avoid choking. They learn about self-care practices and confidently take themselves to the nose-blowing station.

Staff are exemplary role models. They use clear narratives, are consistent and use gentle reminders to fully incorporate the nursery's rules, which embed the Montessori ethos. Children listen well. They respond with immense kindness when turn-taking and sharing. For example, children who are less confident are encouraged by nurturing staff to find a friend who may wish to join in with a game together. Children work together to turn-take and giggle as they practise yoga and roll simultaneously on the carpet. Staff join in with their pretend play. Staff are superb in supporting children how to recognise, express and manage their emotions. For instance, on the day of the inspection, some of the children felt sad, as some of their friends were absent with chickenpox. Staff speak with children in a kind and nurturing way and support children in understanding how to deal with their emotions. They act with compassion and talk to children about their feelings in an age-appropriate manner.

Leadership and governance: Strong standard

Leaders are dedicated and have a profound commitment to continuous reflection and self-evaluation. They lead the staff team with vision and passion. Leaders are able to identify their strengths and areas for improvement correctly. They demonstrate an uncompromising commitment to providing children with the highest level of care and education. Leaders have a high ambition for what children can achieve, regardless of their backgrounds and previous encounters. This includes targeted support for children with special educational needs and/or disabilities and those who face other barriers to learning. The nursery offers all children exceptional learning experiences.

Leaders recognise the importance and benefits of early identification for children and their families. For example, they offer a range of information, guidance and support to children and their families.

Leaders are well established and extremely supportive of the staff team. They strive to continually improve practice and support all children. Staff attend a range of extensive, targeted training to enhance their skills and knowledge of their role. For example, each staff member has an individualised training plan together with their own targets, which they all know. There is an ethos of self-reflection and drive to improve, with all staff commenting extremely positively on their wellbeing and working at the nursery. These strategies have had a positive impact on their planning of activities and the environment, increasing children's learning.