Orpington Montessori Preschool

What is it like to attend this early years setting?

Children enjoy attending this welcoming and well-resourced pre-school. Most children quickly settle in. Those children who find it difficult to adjust to new routines receive effective support from staff to help them separate more easily from their parents. Children benefit from the two-way flow of information between their parents and staff, including when the pre-school is closed.

Children are busy and engage well in learning, overall. They enjoy using a wide selection of attractive and accessible resources to complete self-chosen tasks. Children use their imaginations and act out their experiences during pretend play. They remember what they have learned before and most children persist at their chosen tasks. Children show that they are proud of their achievements. They excitedly ring a bell after successfully completing physical challenges. Children have good opportunities to build on important skills. Children develop and strengthen their small hand muscles as they use tongs and go on to confidently write their names on artwork. Children discover mathematics in enjoyable and practical ways. They are encouraged by staff to explore wooden rods of differing length and height. Children build stamina as they peddle hard on chariot-style bicycles. They enjoy transporting their friends around. They jump high to try and touch mobiles that blow in the wind. Children who speak languages other than English have opportunities to recognise the language most familiar to them. Children use resources that reflect different communities.

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

• Leaders are ambitious for children. They have a clear approach to the curriculum and staff show that they understand how to implement it effectively, overall. Staff encourage children to develop independence and make choices about what to do. Children complete challenging tasks that build on what they know.
• Staff use effective teaching methods to support children's communication and language. They read books with props, sing songs and rhymes, and plan targeted sessions for children who need extra help to interact with, and understand, others. Some children share their home language with staff.
• Staff make accurate assessments of children's learning. They engage outside professionals when persistent gaps in learning are identified. Although it is not consistent throughout the session, at times, children receive very effective and targeted teaching. Very occasionally, some children do not receive sufficient support to make the most of learning opportunities.
• Staff encourage children to put on their coats and waterproof boots for outdoor play. Children cut fruit and wash plates and cups. They learn about sustainability as they scrape food into containers. Children express when they feel cold and get their cardigans. They use tissues and antibacterial gel at a 'snuffle station'.
• Children show that they are independent and understand how to look after their physical needs.
• Children learn about different cultures and communities. They enjoy dancing to music from other parts of the world. Staff plan activities that help children to learn about a range of faiths, events and celebrations. Children behave well and accept the differing needs of their friends. They show that they acquire positive social skills and learn to respect others.
• Staff plan activities that help children to extend their experiences, such as library visits and nature walks. Some children take part in off-site activities that help them to further develop their physical skills. Parents visit and discuss their work roles and experiences with children. This contributes to children's understanding of the wider world.
• Staff support children to use their imaginations well. Children enjoy using resources to re-enact their experiences, such as a mother working from home. Children who struggle to communicate laugh and smile as they assume the role of farm animals during small-group activities.
• Staff help children to develop an understanding of technology. They discuss online safety with children and help them to explore how torches and calculators work. Children experience how technology is used. For example, children see staff use electronic registers as they look for their own name cards to register themselves.
• Parents appreciate the regular information that they receive from staff. They value the opportunities for their children to socialise and build relationships. Parents appreciate the support, advice and home-learning support that they receive.

What the setting must and should do next

The provider should:

• strengthen teaching skills further so that staff enhance support for children to engage in activities and consider their learning needs more consistently, as they implement the curriculum.