On Track Montessori Limited

What is it like to attend this early years setting?

Leaders and managers plan an ambitious curriculum that covers all seven areas of learning for children. Children independently find space and choose and roll out a mat to work from before selecting resources. They complete their chosen task before putting it away to find something else that interests them. Staff encourage children to take part in activities that support the development of their life skills. For example, children begin with using a spoon to transfer rice from one container to another. They are fully engaged and hold and sustain their interest until the task is complete. Children demonstrate pride in their achievements and are eager to show what they can do.

Children's behaviour is good. They understand what is expected of them, as staff give them daily opportunities to recall their expectations as part of their group activities. Children start their time in the nursery with outdoor play. They have opportunities to develop their physical skills, such as climbing steps, using the slide and negotiating balance beams. Children come together to hold hands with their friends and staff to sing and complete the actions to the 'Hokey Cokey'.

Staff meet the needs of children with special educational needs and/or disabilities (SEND). They make referrals with parental consent. Staff work in partnership with local authority early years advisers and colleagues from healthcare to ensure that children make good progress.

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

• Since the last inspection, the key-person system is more effective. Staff spend quality time with their key children, especially during their move into the nursery. Parents stay for initial visits to share information, to support their child and to form a bond with their child's key person. Families who speak English as an additional language are linked to staff who share their heritage and home languages. This helps children and their families to form secure relationships.
• Staff know children very well. They observe children and offer guidance after children have attempted tasks for themselves. Young children confidently open packets and containers, pour their own drinks and skilfully use cutlery during snack times and mealtimes.
• Staff establish links with staff from the local authority who come into the setting. This helps to support staff to provide tailored plans and specific interventions for children who require extra help or those children with SEND. Staff use their observations and assessments to familiarise themselves with children's individual needs. However, staff wait to introduce support rather than use their own knowledge, experience and professional judgement. This means they do not consistently differentiate their planning and introduce strategies as soon as they are needed and identified to support children to make the best possible progress.
• Parents are full of praise for the nursery. They share how they found the nursery through word of mouth and how they now recommend it to other parents. Parents share how staff build strong partnerships with them to support their children's development. They feel included in their child's learning, as they have daily handovers and receive newsletters and termly assessment reports. Parents smile as they share how proud they are of the progress their children make.
• Leaders and managers have a clear understanding of the needs of the local community. They plan and sequence the curriculum with this in mind. Children have opportunities for large movement before they sit for group times or self-selected learning activities. Children remain focused and maintain interest until they complete their chosen tasks or activities.
• Since the last inspection, leaders and managers have evaluated practice in the nursery. They have introduced peer-on-peer observations to ensure that teaching is consistently of a high quality. Leaders and managers have supported staff to develop their practice through regular team meetings, supervision sessions and access to ongoing professional development through training. Staff share how happy and supported they are in their work, as they feel part of a team. Leaders and managers also encourage staff to study and achieve higher professional qualifications, which gives them pride and satisfaction.
• Staff are good role models. Children follow their lead as they sing and use Makaton signs to support changes from one activity to another. Children understand the importance of respecting each other and take turns to listen before responding when sharing their views and ideas. However, on occasion, younger children become frustrated, as staff do not consistently ensure that they have the vocabulary to express how they are feeling.

What the setting must and should do next

The provider should:

• use staff's knowledge and skills to incorporate strategies for children with SEND to help them to make even better progress
• support children to have the vocabulary to help them to identify and share their feelings and emotions.