Montessori Minds

What is it like to attend this early years setting?

Children experience good-quality learning opportunities in all key areas of the Montessori and early years curriculum. Staff plan a curriculum that incorporates a wide range of interesting activities that excite children and extend their learning. A well-established key-person system is in place, which helps children to form strong attachments with staff and positive relationships with each other. Staff maintain high expectations for all children. Children are active and have positive attitudes towards their learning. For example, the youngest children move freely around their rooms using equipment, such as rockers and musical instruments. Older children enjoy participating in regular yoga and movement sessions. They develop their concentration and listening skills, such as by playing with wooden shakers. Children shake the wooden containers to hear each unique sound and match it.

Staff are warm, kind and considerate towards children. They consistently model good manners for children to copy. Children frequently praise children, which helps to boost their self-esteem and confidence. They behave well. Children learn to listen to instructions and take turns, with occasional gentle reminders from staff. They develop good self-help skills in preparation for their transition to school. For example, toddlers help themselves to drinks when they are thirsty, and older children serve their own meals and assist in cleaning up afterwards. Additionally, children practise their early drawing, painting and writing skills by using tools, such as pencils, crayons and paint.

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

• Staff observe children's learning and regularly assess their developmental levels to support their progress. They offer a variety of planned activities and also allow children time for self-directed play. For example, in each room, children use their hands and sense of smell to explore various textures. They eagerly explore engaging materials, such as foam, spices, herbs, dough and clay, during sensory experiences.
• Children have daily opportunities to enjoy fresh air and develop their physical skills. For example, children ride bicycles, play with water and learn to balance as they walk across wooden planks. Staff teach children the importance of good health by ensuring that children wear appropriate clothing, such as sun hats, apply sunscreen and encourage them to drink plenty of water in hot weather.
• All children make good progress in their learning from their various starting points in development. Children show close relationships with staff, for instance young children like cuddles and being held. Older children show confidence as they speak to staff about their needs.
• Partnerships with parents and carers are strong. They provide positive feedback about staff and leadership in the nursery. Parents appreciate the individual attention their children receive and feel informed about daily activities and progress. Staff encourage parents to support their children's learning at home. This enhances communication and meets children's needs effectively.
• Leaders create effective systems to supervise and support staff. They frequently observe staff's practice and offer clear guidance and goals to help improve their teaching skills. Staff understand their key responsibilities and feel well supported, with opportunities to enhance their practice. For instance, several staff members have completed Montessori training.
• Leaders and staff actively listen to children's opinions and encourage parents to share their thoughts about the nursery, including suggestions for menus, story sessions and outings with their children. This feedback and involvement help leaders and staff to reflect on their practice and identify areas for improvement in the future.
• Staff encourage children to participate in routine and planned group activities. For example, children listen to stories and taste fresh vegetables, such as broccoli, carrots and various peppers, in the garden. However, staff occasionally overlook that some group activities are not suitable for all children, particularly the younger and quieter ones. As a result, some children lose focus, distract one another and disengage from meaningful learning.
• Overall, staff promote children's listening, attention and communication skills. For example, they ask questions about children's play and model the correct language. However, staff sometimes do not allow enough time for children to think and respond. Still, they successfully encourage children's love for reading. Children can access books independently and enjoy exploring them with staff.

What the setting must and should do next

The provider should:

• explore ways to include younger and quieter children more fully in group activities to support their learning even further
• give children more time to think and respond to questions, to enhance their communication and language skills.