Oratory Montessori Day Nursery

What is it like to attend this early years setting?

Children are safe and happy in the care of friendly and knowledgeable staff. When they arrive, staff warmly welcome children and provide comforting support to help them feel emotionally secure as they leave their parents. After saying goodbye, and a cuddle if needed, children settle quickly into their play. Staff have high expectations for children's behaviour and encourage them to be kind and respectful to each other.

Managers and staff plan a broad and balanced curriculum that is based on children's interests and what children need to learn next. The strong focus on helping children to feel socially and emotionally secure supports children's well-being very effectively. Staff know children well and build on their skills and understanding as they play. There is a consistent approach to supporting children's independence throughout the nursery. For example, children learn to use resources and put them away ready for the next person. Staff give children time and encouragement to develop their self-care skills. For example, they support children to manage toileting and dressing by themselves.

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

• The nursery has a clear curriculum and staff plan highly motivating activities based on children's needs and interests. However, at times, large-group activities are not planned fully effectively. For example, some children find very large groups such as circle time slightly overwhelming and do not participate directly. Although staff are skilled at bringing topics to life, not all children engage during these times, meaning that they do not gain the same learning experience as others.
• There are plenty of opportunities for children to do things for themselves. Children are offered opportunities to wash hands, prepare snacks, eat independently and put on and take off their shoes independently. Children make choices about where and how they play. This has a positive impact on children as it means they are beginning to take responsibility for themselves, which gives them a sense of self-worth.
• Children are well supported by staff who know them well. Staff ensure children are provided with healthy meals each day, which supports dietary requirements. Older children benefit from the social experience of mealtimes. They make choices about where they sit and with whom, which gives children a good opportunity to chat with their peers. However, for babies, the mealtime routine is not planned as effectively. At times, babies wait for a long periods and become restless.
• A strength of the setting is the commitment to ensure all children are included and supported. Children with special educational needs/and or disabilities
• (SEND) receive the early help and support that they need. Staff work together with parents and other professionals to identify and target support, to help close any gaps in children's learning. Children with SEND willingly engage in the wide range of small-group sessions that staff provide. They are developing increasing confidence to engage with their peers and to seek comfort and support from staff across the nursery.
• Leaders and staff build strong relationships with parents. They offer parents detailed information about their children's progress and next steps. Parents receive newsletters every term, suggestions for supporting their children at home, and electronic updates about their children's learning and development.
• Leaders and managers are highly reflective. They continuously identify areas for development. They welcome support and advice. Staff are encouraged to attend regular training to develop their practice further. Their emotional well-being is also an important focus for the management team. It recognises staff as being the most valuable resource within the nursery. This helps to create a strong team and contributes to children benefiting from a positive start to their learning.

What the setting must and should do next

The provider should:

• review and improve the planning of group activities so all children can experience the same learning opportunities
• strengthen the organisation of daily routines such as mealtimes so young children do not spend long periods of time waiting unnecessarily.