Nightingale 1 Montessori Nursery

Inclusion: Strong standard

Leaders promote inclusion effectively and ensure that children's needs are identified early, including those with special educational needs and/or disabilities. Staff use regular assessment and information from parents to plan purposeful support that enables children to participate, engage and make progress. Staff demonstrate secure knowledge and understanding of inclusive practice. They use their training and guidance from the special educational needs coordinator to adapt resources, routines and communication effectively. Visual prompts and clear modelling support children to express their needs confidently and take part alongside their peers. Support is embedded within daily practice so that children learn together and develop independence.

Leaders and staff work closely with parents and engage relevant external agencies where appropriate to strengthen support. Strategies are reflected in planning and reviewed regularly so that provision responds to children's changing needs. The key-person approach supports secure relationships and enables staff to understand each child's strengths and next steps. Children develop confidence in communication and social interaction from their starting points. They feel secure, valued and develop a strong sense of belonging within daily routines and experiences. Inclusion is embedded consistently across the setting, and individual needs are recognised and responded to effectively.

Curriculum and teaching: Strong standard

Leaders provide a broad and ambitious curriculum that promotes curiosity, independence and sustained engagement. Staff balance adult guidance with meaningful opportunities for children to explore and investigate independently. This ensures learning is purposeful and engaging. Staff embed foundations in communication and language and early mathematics throughout the day. For example, during sand and water exploration, children fill and empty containers while staff introduce mathematical language such as 'full', 'empty', 'more' and 'less'. Children use this vocabulary in their play and begin to apply it independently. Staff extend sentences and encourage children to describe what they are doing, strengthening understanding through well-timed interaction. Teaching builds step by step so that children gain confidence and deepen their understanding over time.

Staff adapt teaching thoughtfully so that children with special educational needs and/or disabilities access the full range of learning opportunities. Visual supports, clear modelling and carefully paced interactions help children build knowledge and confidence. Leaders check that the curriculum is implemented consistently across the nursery. Staff use assessment to identify next steps and adjust support accordingly. As a result, children develop secure foundations in communication and language, literacy, mathematics and personal development.

Achievement: Strong standard

Children make secure and consistent progress from their starting points, including those with special educational needs and/or disabilities and those who speak English as an additional language. They develop increasing confidence in communication and language, early literacy and mathematics through experiences that build on what they already know.

Children use a growing vocabulary and speak in increasingly complex sentences. They use counting skills during play and show persistence when exploring new challenges. Children sustain concentration, demonstrate curiosity and remain motivated in their learning. Children become increasingly confident in expressing their ideas and making choices in their play. They engage in activities for sustained periods and take pride in what they achieve. Children develop the knowledge, skills and confidence that prepare them well for their next stage of education.

Behaviour, attitudes and establishing routines: Strong standard

Children demonstrate positive behaviour and show respect and kindness towards one another. They share resources, take turns and cooperate well during play. For example, during group activities, children listen carefully, follow instructions and join in with enthusiasm. Children respond calmly to routines and understand what is expected of them. Daily routines support children to understand expectations and take responsibility. For instance, at mealtimes, children wash their hands, serve food and use polite language as they interact with adults and their peers.

Children manage transitions smoothly and move between activities with growing assurance. They tidy away resources and take responsibility for their environment. Children show positive attitudes to learning. They approach new experiences with curiosity and demonstrate resilience when tasks are challenging. They remain engaged, concentrate for sustained periods and work alongside others productively. Consistent routines support children's emotional security. As a result, children develop independence, self-regulation and confidence that support their future learning.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are supported through attentive and responsive care. Children form secure relationships with familiar adults and approach them confidently for reassurance and support. This helps children feel emotionally secure and settled. Children benefit from a safe and well-organised environment where they can explore with confidence. They develop an understanding of how to keep themselves safe as they move around the setting and use equipment appropriately, including during outdoor play.

Healthy lifestyles are promoted effectively. Children follow good hygiene routines, such as washing their hands before meals, and enjoy a range of nutritious foods. Mealtimes provide opportunities for children to develop positive attitudes towards healthy eating.

Children's emotional wellbeing is nurtured through calm and consistent interactions. They are supported to feel valued and understood, which helps them to develop a sense of security and emotional resilience. As a result, children are happy, feel secure and are well supported to thrive.

Leadership and governance: Strong standard

Leaders provide clear direction and maintain high expectations for care, learning and safeguarding. They ensure that the curriculum builds progressively so that children develop knowledge and skills over time. Planning reflects children's interests and needs, including those with special educational needs and/or disabilities. Leaders monitor the quality of provision regularly. They review practice across the nursery to ensure that teaching supports children's learning and that routines are implemented consistently. This helps to maintain a clear and accurate understanding of the quality of the provision.

Leaders support staff through supervision, guidance and ongoing professional development. Staff receive feedback that helps to strengthen their practice and maintain consistency across the setting. Leaders engage in ongoing reflection and review provision regularly. They consider the effectiveness of the provision and make changes where needed to improve outcomes for children.

Parents report that their children enjoy attending. They value the communication they receive and feel well informed about their child's development. Parents comment positively on opportunities for children to develop independence and benefit from regular outdoor play. They describe staff as approachable and responsive. These partnerships support continuity between home and nursery. Leaders promote regular attendance and respond promptly where concerns arise. They recognise the importance of attendance for children's learning and wellbeing. As a result, the nursery is well organised and consistent. Children benefit from stable routines, secure relationships and a clear focus on their ongoing development.