Moortown Montessori Nursery

Inclusion: Strong standard

Staff know children's individual needs very well. They work closely with parents when children first start, to identify their starting points. Staff complete ongoing and robust assessments on a regular basis. This helps them to quickly identify any concerns and gaps in children's knowledge. Additional support is swiftly put in place. This support is rigorously monitored by those with oversight, which helps to identify when external professionals are required to support further. Leaders work in partnership with parents at every stage of the process, including with additional funding applications. This ensures a collaborative and sensitive approach. They support and guide parents with referrals to external agencies and provide accurate advice and guidance about referral processes. This helps to reassure parents who may find the process daunting.

Skilled staff put in place a range of highly effective interventions for children who face barriers to their learning. For example, additional support is in place for children who require it during periods of transition or uncertainty. Leaders understand the range of funding which is available and how this can be used effectively for children it is intended for. Staff work closely with parents to identify the best approach based on children's specific needs. Staff receive tailored support and training to help them in their roles. This high-quality training helps staff to understand and apply the graduated approach.

Curriculum and teaching: Strong standard

Leaders have a detailed and perceptive view of the curriculum and teaching across the nursery. The curriculum is well designed to ensure it covers all areas of learning and builds on the knowledge and skills children already have. This is well sequenced as children progress through the nursery. There is a sharp focus on supporting children to develop a range of independence skills. Children are supported to access a range of resources depending on how and where they wish to learn.

Staff carefully assess children at regular intervals to help them to identify their next steps in learning. Staff plan a range of high-quality activities based on these assessments. These are fun and exciting and encourage children to become deeply engaged in their learning.

Children's communication and language skills are well supported. Staff support children to develop a love of books and reading. Within play, staff develop children's language. They model new words to babies who are beginning to talk. Older children are provided with more challenge and are supported to problem-solve during play. They are guided by skilled staff to provide their peers with instructions of how to navigate a maze they have made.

Achievement: Strong standard

Children make strong progress across all areas of learning. They are well equipped with the necessary skills and knowledge for their next stage of learning. This includes their readiness to move through the nursery rooms. Children develop the skills they need when they start school, for example putting on their own coats and tending to their own personal care needs, such as wiping their nose. Children enjoy practising a range of skills. For example, toddlers practise pouring from one cup to another. This helps them to independently access water in the next room.

Staff have high expectations of what children can achieve. This includes for those children with special educational needs and/or disabilities and those who face other barriers to learning. Children who speak English as an additional language are well supported to develop strong communication skills. All children develop a wide range of language skills that help them to communicate with those around them. They become highly engaged in their learning and show curiosity about the world around them.

Behaviour, attitudes and establishing routines: Expected standard

Children have formed warm and trusting relationships with staff. There is an effective key-person system in place, which means children know staff well. Children can take home bags to help them get to know their key person. These are filled with special and personal items of the key person, for example items from their favourite hobbies. Staff and leaders monitor children's attendance patterns closely. They follow up on any absences with parents and encourage regular attendance for planned sessions.

Staff act as positive role models. They teach children to treat others with kindness and respect. They have high expectations for children's behaviour and deal with any incidents in a calm and consistent way that considers the age and stage of development of individual children. For example, staff use hand signals and clear use of the word 'stop' to discourage children who are finding it difficult to take it in turns on play equipment.

There are clear routines throughout the day that help children to know what is coming next. Although routines are typically understood by staff, these are not consistently implemented. This means some strategies to support children's independence skills are not always well matched to the age of children. Additionally, children are expected to wait too long at mealtimes, which results in some becoming restless.

Children's welfare and wellbeing: Strong standard

Leaders and staff have created a warm and welcoming environment. Settling-in sessions are carefully planned to ensure they meet the needs of individual children. At times, this means additional sessions or adopting other strategies to help children feel settled. Staff get to know children during these settling-in sessions. For example, they know their favourite songs from home. This helps children to settle in quickly.

Children are supported to recognise and manage their emotions. For example, when children find taking turns difficult and become frustrated, they are encouraged to take deep breaths. Hygiene practices are well understood by children. They confidently wash their hands after using the bathroom. Children also help themselves to tissues and know to put their rubbish in the bin.

At mealtimes, children help themselves to the cutlery and crockery they need. This also helps children develop these skills for school. They then serve their own meals. Staff know the needs of younger children. They regularly meet with parents to ensure they are kept informed of any changes, for example changes to sleep patterns and progress with weaning.

Leadership and governance: Strong standard

Leaders have a clear overview of the setting. They are aware of the setting's strengths and areas which require development. For example, leaders identify that more work is required around establishing routines across the setting. Leaders have an exceptionally good understanding of the local area and the community in which they serve. Regular supervisions between staff and leaders help to identify any gaps in knowledge and skills. This allows them to put in place highly focused training and support. Staff feel highly valued in their role and display dedication and enthusiasm.

Partnerships with parents are strong. The nursery provides a range of ideas to support parents at home. This includes advice on safer sleeping and oral hygiene and tips for how to teach children to put their coat on independently. When children first start, parents are reassured and supported.

Leaders have a clear oversight of those children who have been identified as requiring additional support. They closely monitor the interventions which are in place and the impact of these. Staff work with a range of other professionals to support individual children. For example, staff work alongside speech and language therapists to support their key children. To support the transition to school, staff reach out to schools to invite teachers to visit children in the setting. This helps to create a smoother transition.