One World Montessori

What is it like to attend this early years setting?

All children are confident and happy during their time in the pre-school. Staff demonstrate a good knowledge of their curriculum and how they implement it to support all children to enjoy learning. Staff have a high expectation of what children can achieve and plan accordingly. Children are keen to join in with the interesting activities that staff carefully plan for them. For example, staff use therapy play to support children's recent visits to their new school and visiting the doctor. This play supports children's emotional well-being.

The well-defined curriculum intent is clearly understood by staff as they listen to and follow children's conversations and interests. Staff are advocates for all children becoming effective learners. Staff are ambitious for children's achievements. They use their secure knowledge of children, and the skills and knowledge children need to learn next, to inform their plans to support children's development. All children progress well in their learning.

Staff work hard to support children to learn the social skills that are needed to interact successfully. Children receive extensive praise and warmth for their achievements. This helps to support their confidence and resilience and gives them a positive sense of their own identity and independence.

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

• The provider has a clear intent for children's learning. Staff have a good understanding of what this means for their practice and work together to embed the curriculum goals. This means that children are exposed to learning that promotes good development.
• Children demonstrate a growing vocabulary. Staff are good role models. They introduce new words to children as they play and learn. They speak clearly and slowly to children, modelling the correct pronunciation of words to children as they play. However, staff do not consistently use effective questions to challenge children's thinking skills and extend learning.
• Leaders work effectively to identify children with possible special educational needs and/or disabilities. Staff work closely with external professionals, where necessary. They implement the strategies that these professionals recommend, to help children achieve their individual learning targets. This leads to good outcomes for children.
• Staff support children to develop their mathematical skills. Children confidently count, draw numerals using their fingers in the air and recognise numbers displayed. Staff introduce sizes and shapes as they use small bricks to build castles.
• Children benefit from a range of indoor and outdoor learning experiences. Staff support children to develop their physical skills. Children eagerly join each other as they ride around on wheeled toys. Children learn about healthy lifestyles as staff talk to them during their snack times.
• Staff support children well to play imaginatively. Children eagerly organise their roles as they take turns being a doctor, receptionist or patient during hospital play. Staff support children to draw on their own experiences as they develop their play.
• The provider supports staff well. She meets with staff regularly to conduct supervision sessions and to check on their well-being and workload. Staff work well together and value and respect each other. Staff comment on the strong sense of teamwork and feeling valued by the provider. New staff go through robust vetting and induction procedures during recruitment to check their suitability and help them fulfil their roles.
• Staff celebrate children's good behaviour. They help children to be respectful towards each other as children confidently find the timer to help taking turns with equipment. Children are supported well to begin to manage their emotions. For instance, children use the recently introduced calming corner when they are feeling overwhelmed. This contributes to children's developing confidence and self-esteem.
• Staff have built strong partnerships with parents. They communicate with parents daily about what their child is doing at pre-school. Staff involve parents well in their child's learning.
• The provider ensures staff access and attend a range of training opportunities to improve their practice and knowledge. This builds on staff members' strengths and supports their confidence and value within the team.

What the setting must and should do next

The provider should:

• support staff to strengthen their teaching strategies to consistently challenge and extend children's learning.