OakDin Montessori Kindergarten Ltd

Inclusion: Strong standard

Early identification is a key element of the nursery's work. The highly positive relationships with children and families supports essential early help. Experienced and knowledgeable staff work with parents and external professionals to ensure children receive the timely support needed to make progress from their starting points. Partnership working with parents is a strength of this nursery. Open and sensitive discussions support decision-making at an early stage, including where children may be at risk of harm. For children with special educational needs and/or disabilities (SEND), regular reviews and information sharing promotes open communication and a shared approach. Parents are active participants in children's learning both at the setting and at home. Leaders use available funding to strengthen support for children who may be at risk of falling behind. They use their knowledge of families to provide enhanced support in ways that will have the greatest impact for children.

Leaders are highly ambitious for all children and actively reduce any barriers to learning though the tailored plans implemented for individual children. Rigorous monitoring by leaders ensures gaps are closing and children are extremely well prepared for the next stage in their education. Parents of children with SEND say that their children have gained rapid progress as a result of the early support they receive and will start school in a much stronger position.

Curriculum and teaching: Strong standard

Leaders have designed an ambitious curriculum. Teaching is sequenced to ensure that children learn what they need first before moving onto more challenging information. For example, when children are learning about Autumn, younger children learn though their senses as they explore leaves, while older children learn about the parts of a leaf such as the stem and veins. Staff skilfully adapt their teaching for individual children, combining their knowledge of child development and what they know about each child. For instance, sensory activities are prepared in trays that support standing, helping children to develop important core strength and balance ahead of walking. Fun and engaging learning experiences draw children in to learning. Children explore dinosaur trays and make 'mud-cakes' in the kitchen.

Mathematical language and awareness is deeply embedded in teaching. Consequently, all children show confidence as they count across the day. For instance, they follow recipe quantities and serve themselves the correct and manageable portion size for snack. Visual aids are used to ensure learning is accessible to children who have not yet developed spoken language. Staff commitment to supporting communication and language is unwavering. Children show a genuine love of books from the earliest age. Staff engage children in discussions about what they see and use new and interesting vocabulary. Children regularly and enthusiastically share books with their friends and with adults.

Achievement: Strong standard

Children learn in fun and exciting ways that help them to retain knowledge and skills over time. The impact of high-quality teaching is evident in the knowledge that children recall. Parents attribute children's progress to the quality of the curriculum and teaching. Children demonstrate the skills and knowledge they have acquired through their actions across all seven areas of learning. Children are extremely well prepared for the next stage in their learning and exhibit elevated levels of independence and confidence. Children show impressive language acquisition at all ages. They show high levels of engagement and sustain interests in tasks over periods of time. This helps children to develop concentration and perseverance needed for later learning.

Children with special educational needs and/or disabilities are supported extremely well to overcome barriers to their learning through thoughtful and personalised teaching and learning plans that support children to close any gaps ahead of the next stage of their education.

Behaviour, attitudes and establishing routines: Strong standard

Leaders' and staffs' high expectations for behaviour are reflected in the behaviour demonstrated across the nursery. Children show exemplary listening and attention and approach their learning with radiant positivity. Kindness and empathy are evident in all interactions, with older children acting as role models. For example, helping younger children to tidy away the resources.

Staff prioritise children's concentration, resilience and perseverance; these are extremely high expectations for all children. Children learn respect for others as well as their environment as staff act as positive role models. Children use resources with care and show a secure understanding of expectations for making positive choices such as tidying away and helping others. Leaders routinely monitor children's attendance and make parents aware of the benefits of consistent attendance on their children's learning and progress.

Strong key-person relationships support children to feel safe and secure in the nursery. Children demonstrate this through their consistently positive behaviour and interactions with others. The youngest children seek out the security of trusted adults if they are overwhelmed or need reassurance. Staff consistently ensure that all children are showered with warm and sensitive care, which helps children to develop important early messages that adults care about them. Older children design red hearts for their teachers, saying they know that red is their favourite colour.

Children's welfare and wellbeing: Strong standard

Children are clearly loved and show affection for others. They radiate happiness in all that they do as a result of feeling safe and secure. New children show early secure attachments due to robust settling-in arrangements. Staff have a secure understanding of the importance of emotional security and apply this well, across the setting. Routines for the youngest children are mirrored with those at home to further strengthen consistency and security.

The nursery offers a home-from-home experience. This is combined with an unhurried approach that supports children to feel a sense of belonging and enables all children to work at their own pace. Children have highly positive attitudes to exercise and outdoor play, showing great excitement and enthusiasm as they explore the outdoors. Learning continues outside with the same ambitious learning principles reflected indoors. This extends beyond the nursery as children visit the local parks and gardens where they experience new physical challenges.

Children are developing a secure awareness of healthy lifestyles including diet and importance of following essential hygiene routines. This includes handwashing and brushing teeth. Children demonstrate elevated levels of independence and a growing mastery when using a range of tools to manage their personal independence, such as feeding themselves, cutting fruit and pouring water from jugs.

Leadership and governance: Strong standard

Since the last inspection, leaders have made significant improvements. Leaders and staff are highly reflective of their journey and have developed their confidence and self-belief. Leaders instil a culture of continuous improvement, working closely with other professionals to evaluate the impact of their curriculum and drive improvements. Parents are extremely supportive of the nursery's work and share very positive views.

Training and development opportunities enable staff to reflect on their practice. Ongoing observations by leaders further support training. This ensures that all staff develop their knowledge and can apply this to making strong contributions to their practice. Frequent discussions about the quality of teaching, supported by quality training further enhances the already excellent quality of teaching. This has a significant impact and difference to all children's education and care.

Leaders are relentless in their pursuit of excellence and set high expectations for staff. That said, staff are supported well to manage their workloads and reduce and burdens. This is reflected in the long-serving team who work closely to achieve the shared aim of providing the best outcomes for all children. Highly effective and reflective leadership ensures that children's welfare and safety are prioritised. Leaders invest wholeheartedly into giving all, including those with special educational needs and/or disabilities the start in life that they rightfully deserve.