Montessori Community School

What is it like to attend this early years setting?

Children are happy in this nurturing environment. The experienced staff know children well and carefully plan for children's next steps in learning. Children with special educational needs and/or disabilities (SEND) are well supported through targeted intervention plans. The gradual settling-in process allows children time to become emotionally secure in their environment. Staff quickly form strong bonds with children and their parents. Parents know their children's targets and are given ideas on how to support them at home. For example, they are provided with ideas on how to support children with potty training and communication and language skills. Parents are happy with the communication they receive from the nursery and feel fully involved in their children's learning.

Children behave well. They follow instructions for putting resources back after activities and tidying away their plates after snack time. Children are praised for waiting their turn as they roll cars down a ramp. Staff model the language of 'please' and 'thank you' during mealtimes when children ask for second helpings.

The nursery promotes an appreciation of music, and children enjoy expressing themselves as they move to music. Children dance with friends to a piano accompaniment, and staff further support them by clapping along and singing their names. Staff sing a range of action songs and children enthusiastically join in.

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

• Staff plan carefully to ensure there are plenty of opportunities for children to develop their independence. Babies peel bananas in preparation for snack and staff model the steps for handwashing. They demonstrate this as they sing, 'This is the way we wash our hands' alongside their actions to further support and encourage them. Older children independently dress themselves for outdoor play and serve themselves food during mealtimes.
• Staff promote a love for reading. Children enjoy taking books home from nursery to share with their families. They independently self-select books to read during free choice. Staff enjoy reading to children and use a range of props to help them to fully engage. For example, children enjoy giving the caterpillar the different foods to eat in the story of 'The Very Hungry Caterpillar'.
• Staff carefully plan interesting and exciting activities for children to enjoy. For example, children enjoy playing with fish and boats in blue coloured water to learn about the ocean. They use spades to dig for minibeasts in sand. However, not all staff fully understand the learning intentions behind the planned activities, and therefore they do not always fully challenge children's thinking through their interactions with them. This occasionally results in children quickly losing interest and moving to a different activity.
• There is a range of activities on offer for children to practise using their small-muscle skills and to develop mathematically. Babies use different-sized spoons to scoop coloured rice into bowls. Staff challenge them by counting the number of scoops needed to fill different-sized containers. Older children enjoy painting, practise using scissors and carefully peel the backs off stickers. Staff support pre-school children to use pencils to copy letters of their name.
• Children enjoy fresh air and exercise at nursery. They throw, catch and kick large balls, push babies in pushchairs and ride on bikes. Staff take play equipment to the park, providing children with opportunities to run, jump and climb. Babies practise their walking skills in the large indoor space. They enjoy climbing up and over small soft ramps and using stairs to move across bridges.
• Children behave well and are keen to share what they have been doing at nursery with adults. They sit and follow instructions for circle times and listening to stories. They enjoy looking at books and singing songs while they wait for all their friends to get ready for outside play. Staff offer children high praise when they have achieved success, encouraging them to continue to persevere and keep on trying.
• The leadership team is 'hands on' and regularly observes and meets with staff to support them with their practice. The team makes excellent use of external agencies, ensuring that children are able to fully access the curriculum. Staff receive regular training throughout the year and enjoy being part of this highly dedicated team.

What the setting must and should do next

The provider should:

• help staff to develop a clearer understanding of what they want children to learn from activities, to enhance children's learning even further.