Northcote Montessori Independent Nursery School

What is it like to attend this early years setting?

Children enjoy their time at the nursery and are making secure progress in their learning. Older children find their name to self-register, and younger children are gently supported to settle. Although there have been some recent staffing issues, children show that they feel secure. The key person system has been developed, and children form close bonds with staff. This supports their emotional well-being. Younger children are eager to explore a range of sensory materials. They are inquisitive as they explore sand, water and foam. They have a particular interest in animals, and staff develop this interest using core books and songs. Babies love to move their bodies to familiar songs. They laugh and copy actions as they sing 'Wind the Bobbin Up'.

Older children are learning important skills to prepare them for school. They show high levels of concentration during story sessions. Interesting discussions are held about how the body works, and staff explain different concepts to children. Staff explain how signals go to our brain which travel around the body to make different parts of our body move.

Children's early mathematical skills are supported well. Staff encourage children to count and learn about colours and shapes as they confidently build different structures. All children have regular opportunities to play outdoors and develop their physical mobility. Children are particularly interested in growing and planting. They proudly show sweetcorn and tomatoes they have grown. They know that plants need water to grow and are keen to dig in the soil.

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

• The nursery has been through a challenging period. However, the new manager is very enthusiastic and has already introduced many positive changes. Her evaluation has identified appropriate areas to focus on to support children's care and education. Current priorities include building partnerships with parents so that they receive sufficient information about their children's learning. Additionally, systems to further support children who speak English as an additional language are being introduced.
• Staff access a range of training courses to develop their skills and knowledge. Baby room staff have recently completed 'Blossoming Babies' training which focuses on brain development to support children's language and communication skills. Staff are now more focused on providing an enabling environment for babies to explore.
• The manager and area manager have worked with staff to develop the curriculum and improve the quality of their teaching. They spend time in each of the rooms to model good practice and to provide guidance. However, staff are not always clear on how to develop the quality of their interactions to ensure children make the best possible progress.
• Staff are sensitive when supporting children's care needs. Staff ask younger children if they can change their nappy and chat to children when changing them to help them feel comfortable. Children have good opportunities to develop their independence. They learn about sun safety and are encouraged to look in the mirror when applying their own sun cream.
• Younger children are supported to learn behavioural expectations such as turn-taking and sharing. Toddlers patiently wait for their friends to fill up water containers to water the plants together. However, staff do not always manage pre-school children's behaviour effectively. For example, staff will often ask children to stop a certain behaviour. However, when this continues, staff then ignore the behaviour. Therefore, children do not receive consistent messages and may not understand what is expected of them.
• Children benefit from a good range of healthy and nutritious meals and snacks that are freshly prepared on site. Children enjoy eating homemade bread. They show good levels of independence as they spread the butter themselves and pour their own drinks.
• Overall, parents are happy with the care provided to their children, although they expressed some concern regarding inconsistent staffing. Despite this, they are reassured by the new managers' commitment, and they have seen positive changes in the past few weeks. Parents like that their children have opportunities to go on regular outings to the park and fishmongers.

What the setting must and should do next

The provider should:

• support staff to identify and make the most of children's learning opportunities to help them make the best possible progress
• support staff in the pre-school room to embed expectations for children's behaviour consistently so that children understand what is acceptable behaviour and the impact of their behaviour.