Papillon Montessori 2

What is it like to attend this early years setting?

The friendly, caring staff make children feel welcome on arrival. For instance, every child is welcomed by their name and greeted by all members of the team. They are then supported to be independent as they place their belongings onto the pegs provided. Children clearly demonstrate that they feel happy and safe in the friendly environment that has been created at the nursery. Children make continued progress in their learning and development. There are high expectations for all children, including those with special educational needs and/or disabilities. For example, before children start, staff ensure that they complete baseline assessments with parents. This ensures that they have a good understanding of each child's needs and enables them to effectively forward-plan their teaching and the environment.

Staff provide regular praise that helps children develop positive attitudes to their learning and understand why behaviour rules are in place. For example, during the day, staff gently remind and discuss their 'golden rules' with the children. Children have a very good understanding of what is expected of them as they freely contribute their ideas. Staff's high expectations and meaningful praise impact positively on the development of children's self-esteem.

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

• Staff know their key children well. This enables them to plan the environment daily around children's current interests and next steps in learning. For instance, as part of the morning routine, staff explain to children what is available. Children then choose where their learning takes place. The skilled staff support and extend children's knowledge as they lead their learning through play.
• Staff focus very well on developing children's communication and language skills. They repeat speech and add new vocabulary as children play. Staff consistently use picture clues to enhance all children's understanding. They encourage conversation through carefully planned opportunities. For example, staff with the older children model vocabulary and ask questions to find out what they know and have remembered, such as when identifying different fruits and vegetables in the home corner.
• Staff generally plan adult-led activities well and teaching is strong overall. Children enjoy a range of activities that are on offer during these times. However, there are occasions when staff do not fully support children to test their own ideas through trial and error. For instance, some staff give children too many suggestions and directions and do not build on children's own ideas. This impacts on children's exploration and enjoyment and their growing ability to be creative by using their imagination.
• Children of all ages behave well during their time at the nursery. They are kind and courteous towards each other. For example, during mealtimes, children consistently say 'please' and 'thank you' to the staff. Staff have high expectations for children's behaviour and apply these rules consistently and fairly. This has a positive impact on children's personal, social and emotional development.
• Staff help children understand the similarities and differences between people, their backgrounds and cultures. For example, children take part in weekly French lessons and enjoy making rangoli patterns using coloured sand for Diwali. However, children require further support to develop an awareness of their local community.
• Children's physical and emotional health are well supported. For instance, children and staff thoroughly enjoy 'music and movement' sessions together as part of their daily routines. They learn to recognise the impact of exercise on their bodies and explain the importance of moving their muscles. Children develop a good understanding of the importance of staying healthy as they learn about oral health and how to brush their teeth correctly. Staff give clear and consistent messages to children that support their understanding and promote healthy choices around food, rest and exercise.
• The provider and staff form very successful partnerships with parents. Staff give support with issues such as potty training, reading books and learning phonics and numbers at home. Parents praise the warm and friendly atmosphere at the nursery. They say their children are happy and making good progress. Children are well prepared for school.
• The provider knows the staff well and actively supports their well-being. Staff say they enjoy their work, which helps to make a happy learning environment for children. They are encouraged to take up regular training and extend their qualifications to the benefit of children. For example, staff have recently been trained to further support children's communication and language and mathematical development.

What the setting must and should do next

The provider should:

• strengthen staff's skills in supporting children to explore their own ideas further, particularly during adult-directed activities
• consider how to develop the curriculum to give children further opportunities to explore the local community.