New World Montessori Schools Ltd

What is it like to attend this early years setting?

Children confidently enter this welcoming setting and separate from their parents with ease. Staff greet children warmly and support children to hang up their belongings independently. Leaders carefully consider the children's needs and adjust what they offer to ensure a wide variety of experiences are available. They design the curriculum to be inclusive and adaptable, with activities tailored to help all children make progress.

Staff thoughtfully organise the space, giving children the freedom to choose what they play with. Children enjoy selecting puzzles and focus on completing them on their own. Staff help children to develop focus by respecting unfinished activities. When children need to pause for scheduled sessions such as yoga, they place their name next to their work, ensuring they can easily return and continue later. This approach nurtures a positive attitude toward learning and perseverance.

Staff consistently promote positive behaviour throughout the day. Children learn to share, with staff modelling positive turn-taking and cooperation during play. They are encouraged to help others by doing tasks such as cutting fruit for their friends and keeping the environment tidy. These routines foster respect, teamwork and a strong sense of community. This contributes to a calm and well-structured learning environment.

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

• Leaders plan a curriculum that prioritises independence. Children take responsibility for everyday tasks, such as washing their own dishes, safely using knives and toasting their own bread. At lunchtime, they help set the table, gather cutlery and serve food, reinforcing self-sufficiency as well as promoting working together. These experiences build confidence, nurture essential life skills and encourage a sense of responsibility.
• Staff track children's development every term. They skilfully support children with special educational needs and/or disabilities (SEND), ensuring they feel comfortable and allowing them to explore at their own pace. An effective key-person system means staff know children well. This means they can quickly identify any gaps in learning and adapt activities to support individual needs. As a result, all children receive the support they need to develop confidently.
• Staff model language to help children learn new words. They use Makaton signs, which helps to reinforce understanding, especially for children who speak English as an additional language. Dual-language books and frequent singing also let children hear and understand more words. These approaches build strong communication skills, boost confidence and promote children's use of language.
• Children are encouraged to understand and express their feelings. When entering the setting, children are invited to share how they are feeling. Adults guide them to explore and reflect on their emotions. Children enjoy listening to stories about feelings, and they discuss their emotions and learn strategies for managing them. This fosters greater emotional awareness and helps children feel confident in expressing how they are feeling.
• Staff actively promote physical development. Children enjoy tackling obstacle courses and taking part in yoga. This helps to build children's strength and coordination. Fine motor skills are encouraged through activities such as pouring and manipulating play dough, helping children refine hand-eye coordination and dexterity.
• The setting fosters an inclusive environment. It celebrates and respects the cultures and traditions of children and families. For example, leaders introduced chopsticks after a child shared they use them at home. Children enjoy making and tasting diverse foods from different cultures, such as kebabs and home-made fresh pasta. Parents are invited to share traditions during celebrations such as Lunar New Year and Diwali. This creates an appreciation for diversity and a sense of belonging.
• Leaders are committed to continual improvement. They regularly act on feedback from parents and staff. Leaders are passionate about empowering staff. They use supervisions to offer support and promote staff well-being. However, sometimes, monitoring of staff practice and training opportunities is not focused enough to address inconsistencies in teaching and staff knowledge.
• Partnership with parents is strong. Parents say they feel reassured by the staff's caring, supportive approach. Leaders share information with parents to support children with oral hygiene. The collaboration between home and the setting helps children feel secure, supported and confident in their learning and development.

What the setting must and should do next

The provider should:

• focus training and support for staff more effectively to address small inconsistencies in teaching.