Nido Montessori

What is it like to attend this early years setting?

Children are happy and settled at the nursery. Staff are kind and welcoming to children, and treat them with care and respect. Children quickly form secure attachments with staff. This helps them to feel safe and confident to explore their surroundings and enjoy their learning.

Children show pleasure in being independent and doing things for themselves. They demonstrate initiative as they fill a watering can and water the nursery plants. Children learn to solve problems. For instance, when water was spilt on the floor, children went to find towels and cleaned up the mess.

Children's behaviour is very good. They listen and respond to adults positively throughout the day. Children demonstrate good manners, and know about the rules and boundaries of the nursery. They play happily together and develop good friendships with their peers.

Staff have high expectations of what all children can achieve. Children who need extra help are well supported. For instance, staff work with parents to develop targeted plans, which support children's behaviour and language development. All children make good progress and are well prepared for the next stage in their education. This includes children with special educational needs and/or disabilities, and those who speak English as an additional language.

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

• The manager and staff have a clear intent for what they want children to learn. They follow the Montessori method of teaching, and there is a strong focus on children's independence. Staff talk about children's individual personalities, they know what children do well and what they need to learn next. However, there is less emphasis on supporting children's creativity than there is on other areas of learning. This reduces opportunities for children in this aspect of the curriculum.
• The manager recognised that some children have limited access to outdoor play. Consequently, she has adapted nursery routines so that children have more time to play in the garden each day. Children also benefit from real life experiences of nature. For example, children were enthralled to watch live chicks hatching from eggs. They help staff to feed the chicks and change their drinking water. This teaches them to care for animals and understand their needs.
• Children like being healthy and active. They enjoy spending time outdoors, which supports their health and well-being. Children learn about good personal hygiene and wash their hands regularly. They enjoy nutritious food at mealtimes, and talk to staff about their favourite fruits and vegetables.
• Children are active and enthusiastic learners. They develop a wide range of physical abilities. Children master how to handle small items, such as puzzle pieces or shapes, and skilfully fit them together. They learn to carry heavy objects and practise balancing, climbing and jumping in the garden. Staff monitor any risks to children; they recognise and take action when situations are not safe. However, they do not consistently support children to assess and understand risks for themselves.
• Partnerships with parents are strong. Parents speak highly of the manager. They talk of her professionalism and commitment to children. For example, during the COVID-19 (coronavirus) pandemic, the manager maintained contact with children and their families. She continued to support children's learning with activities and meetings online. Parents also praise the staff and recognise that they teach children well. They value the care they provide.
• Staff say they feel valued and supported by the manager. They are professionally qualified and complete ongoing training to help them keep children safe. The manager observes staff as they work with the children. She introduces new ideas and helps staff to improve their teaching. For example, she is coaching them in ways to support children's language and thinking skills more effectively.

What the setting must and should do next

The provider should:

• develop the curriculum for expressive arts and design further, to extend children's learning opportunities in this area
• support staff to strengthen children's understanding of how to recognise risks so that they begin to manage these independently.