Mini Montesaurs

Inclusion: Strong standard

Leaders have established a highly inclusive culture, where inclusive practice is a notable feature of the setting. Children's individual needs are identified early and supported effectively. Information gathered from parents and carers, alongside regular ongoing assessments, enables staff to understand children's starting points and tailor the provision precisely. For example, leaders have changed operating hours to support individual children. This tailored approach has enabled all children to have access to learning. This is particularly evident for children with special educational needs and/or disabilities and those who face barriers to their learning.

Leaders take effective action to reduce barriers to learning through well-considered adaptations and inclusive practices. For example, sensory spaces and lowering lighting within specific areas provide low-stimulation environments where children can regulate their emotions and sustain engagement. Staff use targeted strategies, such as Makaton signing and visual supports. This helps to ensure all children can access learning and participate fully. Leaders monitor children's progress closely and review support regularly, adapting provision in response to changing needs. This means children with emerging or significant delays make measurable progress in communication, personal development and independence. Staff receive targeted training to meet children's individual needs. Leaders work closely with families and external professionals to ensure coordinated support. Early years pupil premium funding is used effectively to improve outcomes for disadvantaged children.

Curriculum and teaching: Expected standard

Leaders have a clear vision for the setting and are keen to involve staff in ongoing improvements. Regular reflection on provision and practice means that leaders understand their strengths and areas to develop further. For instance, leaders correctly identify that further support to boost staff's confidence in interactions is an area for development. They have made significant progress in embedding teaching practices through regular role modelling. As a result, teaching is typically of high quality and supports children's learning appropriately, with reference to their age, stage of development and individual needs. Staff use assessment effectively to inform children's next steps and to identify gaps in learning. Where there are gaps, or where children have special educational needs and/or disabilities, staff use targeted strategies well to help children catch up swiftly. Children make secure progress from their starting points.

Communication is a focus in the setting. Staff use Makaton signing to support children to express their needs and ideas. Songs, stories and narration during play help children to hear and practise new and familiar words. Children become confident in their communication through a variety of means. Staff teach children mathematical skills and understanding of number well. Children learn social and personal skills as they play together. They develop their independence, manage their personal care and help with tasks, such as clearing their plates after mealtimes. Staff support children's physical development and stamina through regular play in the garden and trips within the local community.

Achievement: Strong standard

Through effective training from leaders, all staff are clear on how to support children effectively. Even though leaders are still embedding these effective practices across the setting, children achieve extremely well and make excellent progress from their starting points, particularly for children with special educational needs and/or disabilities and those who face barriers to their learning. For example, children receive support with their personal and social skills. Staff work closely with parents and carers, finding interests and taking settling-in slowly. These children are now happy, exploring all areas of the nursery with confidence and independence. Children receiving support for identified learning needs make sustained progress in closing the gaps in their learning. For example, they are using new vocabulary with increasing accuracy and are making accelerated progress to build a range of knowledge and skills. Across the setting, children are gaining confidence in their communication skills. They use a range of mathematical language and have the ability to be creative and imaginative. Children demonstrate they are able to think deeply and problem-solve. For example, babies are proud as they learn to match the correct sea creature to the ones in the story. Older children count in sequence as they walk down the stairs. Children are remarkably well prepared for the next stage of their learning journey. They are keen and interested, able to follow instructions and listen and respond well. Children are mostly excited to explore all learning opportunities and are fully engaged in all experiences on offer.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have high expectations for all children. Staff demonstrate consistently kind behaviours and are quick to remind children of the importance of being kind to friends. Staff consider the age and ability of children when setting expectations. For example, they demonstrate to babies using clear, single words. They help older children to consider each other's feelings. Children typically respond well. They use resources safely and usually play collaboratively with friends.

Leaders have identified that mealtimes and some aspects of the routine need further development. They have made significant improvements, and older children have started to show independence in laying the table prior to mealtimes. However, this is not yet fully embedded as sometimes, some children do not complete these tasks. All children have a positive attitude towards learning and staff have implemented an effective routine throughout the day.

Staff and children form secure bonds. They develop relationships that are happy and trusting. Children are treated with respect. Staff seek their consent and value their responses during nappy changing and sleep times. The youngest children are soothed to sleep with the comfort of their familiar adults. Children play collaboratively with their peers and often invite staff into their play. They demonstrate they feel safe and secure. Leaders are proactive with monitoring attendance to keep children safe. They support individual families to make adaptations to children's attendance patterns when required so that children continue to access their early years education. This helps break down barriers for families. Leaders and staff demonstrate a commitment to gathering information from other settings that children have attended prior to joining. This helps children to get maximum benefit from the setting.

Children's welfare and wellbeing: Expected standard

Leaders are developing routines in the baby room to ensure that children's need for consistent engagement and support is met consistently. Progress has been significant. However, this is not yet fully embedded. For example, after sleep time, some babies are left waiting for staff's direction. This means that, at times, teaching is not as highly effective. Staff build positive relationships with children, who enjoy their cuddles and reassurance. This promotes children's emotional wellbeing effectively.

Staff know their key children well. They gather detailed information from parents and carers to learn about children's individual needs. This approach helps children to feel safe and emotionally secure. Staff promote children's independence effectively. Very young children are beginning to develop confidence in using the bathroom independently. Older children recognise and respond to their personal needs well, such as helping themselves during mealtimes and dressing appropriately for outdoor play. When playing with others, they learn to share and take turns. Staff support children's physical development through activities such as climbing, using ride-on toys and playing with balls.

Children with special educational needs and/or disabilities make secure progress because assessment, planning and tailored support begin promptly. Staff have a clear understanding of the physical and emotional challenges that some children face and take swift steps to support them. For example, they adapt the environment to ensure that children who struggle with regulation have a calm area. They provide daily opportunities to support their emotional wellbeing. Children benefit from healthy, well-balanced meals and can access fresh drinking water throughout the day. Babies and young children are sensitively encouraged to sleep and rest when they need to. This ensures that they wake refreshed, ready to engage in further learning and play.

Leadership and governance: Strong standard

Leaders are incredibly passionate about providing high-quality learning and care for children. They constantly reflect and analyse the setting's strengths and weaknesses effectively, quickly highlighting what they can do to improve the setting and, therefore, outcomes for children. For example, leaders are in the process of implementing further training for staff around interactions and their curriculum, and this is having a positive impact on staff's practice in the rooms. Leaders and staff know their families incredibly well and consistently engage with parents and carers, including those who are harder to reach, to ensure that all children thrive in their development. For example, parents are kept up to date with their child's learning through discussions and events, such as parent evenings and open days. These regular meetings and information evenings help to support children's learning at home. Leaders also work very closely with other agencies and are adaptive and responsive to the setting's changing needs.

Leaders have high expectations of staff, and professionalism is well-embedded throughout the nursery. Staff are incredibly well supported by leaders through supervision meetings and on-site coaching and mentoring. Staff feel valued and looked after by the leadership team.