Newpark Montessori Nursery School

What is it like to attend this early years setting?

Children are happy and settled in this nurturing and inclusive setting. They benefit from a thoughtfully planned curriculum, which draws on Montessori principles. Staff have high expectations for all children and provide a stimulating environment that promotes independence, curiosity and emotional resilience. The learning spaces are well organised, enabling children to make choices and engage in purposeful play. Children are motivated to learn and make good progress in their personal, social and cognitive development.

Children enjoy a broad range of experiences, including gardening, nature sessions and early science activities, which foster their curiosity and understanding of the world. Staff skilfully use real-life materials to introduce new vocabulary and support children's language development. Imaginative approaches, such as storytelling, emotion blocks and songs, are embedded in daily routines and help children to recognise and express their feelings.

Staff are attentive to children's cultural, dietary and linguistic needs, creating an environment where every child feels recognised and respected. This inclusive practice supports children's emotional security and sense of belonging. Staff foster highly effective partnerships with parents through consistent communication, including daily updates, regular meetings and the use of development books. This collaborative approach ensures families are actively involved in their child's learning and development, both within the setting and at home. The key-person system is effective, ensuring that children form secure attachments and receive personalised support. Staff demonstrate a clear understanding of their responsibilities and create a safe and welcoming environment for all children.

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

• Staff support children's emotional literacy well, using a range of strategies to help them name and understand their feelings. A dedicated 'peace corner' provides a calm space for children to regulate their emotions with staff offering comfort and guidance.
• Children are consistently encouraged to make independent choices and solve problems, which effectively promotes resilience and autonomy. This contributes positively to their personal development and readiness for future learning. Staff promote children's integration into routines and activities, although this is not yet delivered consistently across the provision.
• Staff effectively use real-life materials, such as fruits and vegetables, to introduce new vocabulary in meaningful and relevant contexts. During activities such as 'what is in the basket'? Children are exposed to real-world vocabulary through hands-on exploration of everyday items. Staff skilfully incorporate words, such as lemon and sweet potato into children's everyday language, supporting vocabulary development and language acquisition.
• Staff provide opportunities for children to develop critical thinking skills through purposeful interactions and open-ended activities. The curriculum is well considered and reflects children's interests and developmental needs. Staff interactions are warm and purposeful, supporting children's communication and social development effectively. However, the sequencing of some daily routines leads to unnecessary waiting times, which occasionally limits children's engagement.
• Staff demonstrate confidence and competence in supporting children with additional needs and those who speak English as an additional language. A range of effective strategies are used, including visual aids and co-regulation techniques, to promote inclusion and emotional well-being. Tailored short-term planning ensures that individual needs are met and that all children make progress from their starting points.
• Leaders work effectively with external professionals to ensure that children with special educational needs and/or disabilities receive timely and appropriate support.
• Staff report high levels of well-being and feel valued by leaders. They express strong satisfaction in working alongside a supportive and approachable management team. Staff appreciate being actively involved in decision-making processes, which contributes to the continuous improvement of outcomes for children.
• Parents express high levels of satisfaction. They frequently praise staff for their warmth, professionalism and attentiveness, describing them as having an exceptional understanding of their children's needs and personalities.

What the setting must and should do next

The provider should:

• support staff to consistently promote children's integration into routines and activities, so that all children engage fully and benefit from the learning experiences available
• strengthen the sequencing of selected daily routines to reduce waiting times and maintain purposeful engagement throughout the day.