Montessori Explorers

What is it like to attend this early years setting?

Children receive a warm and nurturing welcome from staff, helping them to settle quickly into the stimulating environment. Staff plan the curriculum to build on children's interests and next steps. For example, younger children that are curious about the marks they make, engage in a variety of sensory experiences, such as using their fingers or toy cars in coloured edible paint. This supports children's development of early writing skills.

Staff develop strong bonds with their key children. They boost children's confidence through warm and responsive interactions, which enables them to feel safe and secure to explore their environment independently. Staff create cosy spaces to support children's individual needs. They provide resources and books to support children to learn about managing their feelings. These enable children to begin to understand their emotions and learn ways to self-regulate.

Staff act as positive role models. Children behave well and understand the clear expectations at the setting. They play cooperatively together and form positive peer relationships. For example, children enjoy taking part in group activities, such as parachute games or playing football. Staff skilfully support children's early mathematical development through activities. For example, children compare quantities and identify which bowl contains more objects. Staff ask targeted questions to check and extend children's thinking, deepening their understanding of key mathematical concepts and vocabulary.

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

• Staff plan the learning environment to provide children with purposeful experiences that extend and build on their learning and development. They carry out effective risk assessments of activities and spaces to prioritise children's safety. Staff take opportunities to teach children about how to manage risks for themselves. For instance, while climbing and balancing on the obstacle course in the garden, staff offer gentle reminders and support. As a result, children move cautiously and think critically about how to maintain their balance, seeking help when they find it challenging.
• Leaders work closely with the new staff team to support the development of their teaching practice. They make effective use of more experienced and confident staff to mentor and guide others in their professional development. However, during some activities, not all staff fully consider the varying needs of all children. As a result, quieter or less confident children are not always given the same opportunities as their peers to participate in discussions or express their ideas.
• Partnerships with parents are strong. Parents comment on how well staff listen to their children's needs and adapt activities to support their development. They report that staff prepare children effectively for their move on to school and share they have observed improvements in their children's confidence since joining the setting. Staff work closely with parents to support children with special educational needs and/or disabilities (SEND), implementing timely and targeted interventions. This means children make positive progress from their starting points.
• Throughout the day, children transition between routines and engage in a wide range of activities. While staff generally support these transitions well, there are occasions when routines and adult-led activities are not fully organised. For example, some staff interrupt children's engagement to gather additional resources due to not being fully prepared. At times, routines take longer than necessary, resulting in some children becoming disengaged or losing focus in their learning.
• Children thoroughly enjoy their time in the garden and demonstrate high levels of concentration during activities. They giggle with delight as they explore foam in a tray, pretending it is snow as it floats into the air. Children form friendships through play and develop their imagination and creativity. For example, they dig in the mud pretending to be explorers searching for 'stones and diamonds'.
• Staff effectively support children in developing key independence skills in preparation for school. For instance, all children follow consistent handwashing routines and understand the importance of good hygiene from an early age. Children confidently dress themselves to go outside, and during mealtimes, staff encourage children to use cutlery appropriately. Older children take responsibility for scraping their plates when they have finished, helping them to build self-care and a sense of responsibility.

What the setting must and should do next

The provider should:

• develop staff's awareness further to actively engage and include quieter children in activities provided to enable them to share their voice and contribute to learning
• review the organisation of routines and activities to minimise waiting times and ensure children remain engaged and focused on their learning.