Olive Tree Montessori

What is it like to attend this early years setting?

Children are warmly greeted by friendly staff as they arrive at the nursery. Staff know the children well and build strong bonds with them. Staff find out information from parents when the children first start. This helps them to meet the children's needs and plan activities to give children new experiences. For example, children use a workbench and learn how to use screwdrivers and hammers.

Staff have high expectations for children's behaviour and development. Children enjoy exploring the indoor and outdoor areas. They develop their physical skills as they use climbing equipment and negotiate space when riding on bicycles. The carefully thought out environment is designed to meet all children's needs. Children confidently choose from a balance of child-led and adult-led activities that the staff plan to support the topics they are working on. For example, children learn about people who help us. They engage in activities with mud and vegetables to support their learning about farmers and about where fruit and vegetables come from. This helps children to make good progress in their learning and development, including children with special educational needs and/or disabilities (SEND).

Staff model positive behaviour and language. Children learn and use good manners. Children respond well to praise and are keen to show their achievements. For example, children playing with play dough proudly hold their creations up to show other children and adults. Staff then encourage them to talk about and describe what they have made.

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

• The enthusiastic manager has a clear vision of what he wants children to learn and achieve during their time at the setting. He plans an ambitious curriculum that supports all children's needs and learning. The manager recognises the needs of families of children who attend the setting and provides support and guidance.
• The manager provides staff with ongoing support and professional development opportunities. Staff have regular meetings and supervisions. The manager recognises the need to continue with this support to further build on staff's teaching skills. Staff report that they are happy and feel supported. However, the manager does not have systems in place for his own support and supervision.
• Children's personal, social and emotional development is supported well. Staff encourage children to think and talk about their feelings and express these in an appropriate way. Children play alongside and with each other. Older children build strong friendships. Staff teach children to share and take turns. However, on occasion, staff are not fully effective at supporting children to understand the rules and boundaries.
• Staff support children to be independent and to look after their environment. For example, children playing at the mud table use brooms and a dustpan and brush to clear any spilt mud from the floor.
• Parents are happy with the nursery. They report that their children make good progress. They appreciate the regular feedback that informs them about their child's day at the setting and how they are progressing. Parents use this information, as well as suggestions from staff, to support learning at home. Parents report that children are prepared well for their next stage in learning, such as moving to school.
• Staff support children's mathematical development well. They encourage children to use the language of size and weight, such as 'big', 'small', 'large' and 'heavy'. Staff incorporate counting into everyday activities. For example, during snack time, children choose which fruit they would like. Staff ask how many pieces they would like, and children count these out.
• Children's speech and language are supported well. Staff learn about children's home language when children first start. Children join in confidently with staff when singing in other languages. Staff use simple sign language effectively to support children who speak English as an additional language or who are identified as having speech and language delays.
• The manager is passionate about ensuring that children with SEND are supported well. He works with other professionals to ensure the environment is inclusive. Concerns are identified swiftly, and staff support parents to make referrals. Managers and staff work with other agencies to ensure that children receive consistency and the support and help they need.

What the setting must and should do next

The provider should:

• strengthen systems to provide regular supervision and support for managers
• give children clear explanations to help them understand rules and boundaries.