Montessori by Busy Bees North Chiswick

What is it like to attend this early years setting?

The management team and staff provide a warm and welcoming environment. Children confidently explore the well-organised resources on offer and make choices in their play. Staff place a strong focus on children developing good independence skills. They provide a range of opportunities to support this. For example, young children make independent choices in their play and learn to feed themselves. Older children are encouraged to serve themselves at mealtimes and then wash their plates. They also sign themselves in on arrival each morning and help with tidying up.

Staff have lovely relationships with the children and confidently describe where each child is with their learning and what they need to do next. Staff plan a wide range of activities that encourage children to be independent while also supporting and extending their learning. For instance, older children show a keen interest in developing their pencil control as they practise writing their name. They also take part in Valentines day activities as they search for heart pebbles and match them to numbers and cards.

Staff role model good behaviour. They provide a range of activities and opportunities for children to develop their understanding of sharing and turn taking and encourage children to show care for others. As a result children are kind, considerate and manage conflict well.

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

• The management team have a clear intent for the curriculum that supports children to make good progress. Staff have a good understanding of how children learn and what they can do to support children's development. However, some staff do not consistently implement the curriculum that leaders intend, so that children can make the very best progress possible.
• The management team and staff provide effective support for children with special educational needs and disabilities (SEND). They work closely with parents and other professionals and create individual education plans which are used well to help all children make good progress from their starting points.
• Staff offer lots of praise and encourage and support children in managing their feelings. Children listen well and know what is expected of them. They have a good attitude towards learning and are well prepared for the next stage of their learning.
• Staff have a good understanding of how children learn and what they can do to support their development. They plan activities based on children's individual needs and interests. For example, for young babies, they plan activities to develop their core strength and physical skills to help with crawling and walking.
• The management team support staff well. Staff attend regular meetings and feel well listened to. They feel valued and that their well-being is important. The management team also complete regular peer observations and provide mentoring and coaching for staff to support their continued development.
• Staff complete regular training to enhance and develop their practice. For instance, recent training around the key-person role and how to plan for children's individual needs has supported staff in ensuring all children are making good progress.
• Staff work well with parents and keep them up to date with their children's learning. Parents are invited to events, parents meeting and receive regular newsletters. Parents spoken to share that they feel involved in the setting. However, staff do not routinely share ways to support children's individual learning at home.
• The management team and staff regularly reflect on their practice, looking at what works well and what they can do to improve the outcomes for children. For instance, they are developing areas to support children to be ready for school to help children be well prepared for the next stage in their learning.
• Staff support children's early communication skills well. With younger children, they describe what they are doing and introduce new words to extend their vocabulary. For example, when making pretend snow they talk about the textures being soft and fluffy. For older children, staff ask questions to extend children's thinking skills and encourage them to express their views. Staff are good role models for language and facilitate children's communication skills well.

What the setting must and should do next

The provider should:

• continue to develop and embed the curriculum, ensuring all staff have a good understanding of how to use it to further support children's development
• provide parents with more ideas to support their children's learning at home.