Montessori Nursery School in Hanwell

What is it like to attend this early years setting?

Children are happy within the nursery. Staff engage with them enthusiastically. They change the tone of their voices to support children when engaging in activities. Staff are caring. For example, they notice when children need reassurance and offer a cuddle to help them to feel secure. These positive interactions help children to develop secure relationships with staff. Staff consistently offer positive praise. They say, 'well done' and give children high fives when they complete a task for themselves. This contributes to children developing their self-esteem.

Children behave well, this is supported by staff. Staff use language, such as 'gentle hands' and 'good sharing'. This ensures that children understand what is expected from them. Children join in with singing songs about the next part of their day. For example, they sing a song about washing their hands as they prepare for this task. This prepares children for upcoming routine changes.

Children learn about the natural world around them. They look through magnifying glasses in the garden. They look at snails and talk about where they live. Staff explain to children where milk comes from, using the toy cow. Younger children also enjoy learning about animals. They enjoy making the sounds that animals make. This gives children opportunities to learn about different animals in a vast number of ways.

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

• The nursery is strongly focused on children being given opportunities to develop their independence in real-life situations. Staff support this by encouraging children to serve themselves during mealtimes. Children also wash their own hands and take their shoes off when coming in from the garden. This supports children to achieve everyday tasks independently.
• Children have opportunities to develop their understanding of mathematics. For example, during a sensory activity staff count with children. Children also have opportunities to count different animals. During play, staff use language such as 'big' and 'small'. When playing in the sand, staff model words such as 'more'. This supports children to learn about different mathematical concepts.
• Overall, children have opportunities to develop their communication and language skills. Staff repeat words to younger children. For example, when playing in the sensory area staff repeat words, such as 'red', 'soft' and 'cold'. Staff also use some signs alongside spoken language, including 'more' and 'thank you'. Older children enjoy stories being read to them. They talk about the pictures in the book and children discuss what they see. In the garden children access books independently. They sit in a small group and turn the pages of the books as they explore the images. However, on some occasions, older children are not given time to respond and answer questions for themselves. At times this can limit opportunities for children to use and extend upon their vocabulary.
• Children have opportunities to develop their physical skills. They independently use the slide and cars. Children also enjoy balancing on the balancing equipment.
• Children have opportunities to learn about different cultures. For example, they take part in an activity based around the celebration of Eid. Children use different threading materials to make their own prayer mats and staff explain and demonstrate how these are used.
• Most children engage well within activities. However, on some occasions, the organisation of routine and disruptions does not support children to remain focused. This means that children become distracted easily and stop engaging within the activities. Children then struggle to regain their attention.
• Leaders are reflective. They can identify areas of strength as well as areas to improve upon. Leaders identified the team work within the nursery as an area of strength.
• Staff know the children extremely well. They can confidently explain where children are within their development. They share strategies that they use to help them to achieve. The special educational needs coordinator spoke about how they plan personalised targets for children with special educational needs and/or disabilities. This means that all children are given opportunities to make progress.
• Parents have positive views of the nursery. They express how the manager is responsive and they are happy with the care their children receive.

What the setting must and should do next

The provider should:

• develop techniques to enhance staff's understanding to better support older children to develop their vocabulary
• consider ways to organise the routine to minimise disruptions, ensuring that children are given opportunities to continue to engage in activities.