Park Royal Montessori Nursery

Inclusion: Expected standard

Leaders create an inclusive environment. All children, including those with special educational needs and/or disabilities and those who face other barriers to learning, feel welcomed and that they belong. Staff take the time to get to know children to understand their individual needs and interests. For example, for children who speak English as an additional language, staff collect words from their families to support their communication skills. This helps to reduce barriers to their engagement.

Leaders work with parents and carers, external professionals and specialists, such as speech and language therapists, to support all children's development. Generally, staff understand the graduated approach. However, targeted training for staff is not yet fully embedded across the setting, leading to some inconsistencies in practice. Staff adapt the provision so all children can take part in ways that benefit them. For example, during story times, staff make sure that children with hearing difficulties are seated where they can clearly see who is talking and any visual cues. They also guide other children to communicate considerately, such as by positioning themselves in front of their peers when talking to them. This helps all children to feel included.

Staff provide a shared library so that all children have access to books. Parents comment that they like to borrow these books and share stories with their children. This ensures that every child is given the opportunity to develop a love for reading and their communication and language skills.

Curriculum and teaching: Needs attention

Leaders plan a curriculum that covers all areas of learning and development and reflects children's individual needs. However, the quality of teaching is variable, and there are inconsistencies in the implementation of the curriculum. While older children benefit from a well-sequenced curriculum, staff in the toddler room do not consistently extend younger children's play through purposeful interactions. As younger children move between activities of their choice, there are prolonged periods of time where effective interactions from staff are limited. For example, during role play, children are not always supported with modelling or questioning to deepen their understanding. This limits younger children's learning during some activities.

Older children count and take part in sorting activities. Staff help them to observe differences in the items' features and sizes. They then introduce words such as 'big', 'small' and 'more' that children use in different contexts. Staff use strategies, such as visual aids and simplified language, to help children with special educational needs and/or disabilities to take part in activities and routines. Younger children are curious and enjoy exploring the range of resources on offer.

Children have opportunities to develop their physical and social skills. Older children enjoy spending time outdoors, where they improve their balancing skills while walking on beams. Younger children take turns and develop their coordination skills as they climb the step to the slide. They giggle while reaching the top of the slide and slide down.

Achievement: Needs attention

Some children do not extend their learning effectively due to weaknesses in practice. As a result, they make some progress from their starting points, but opportunities for them to build on what they know are not consistent. Therefore, not all children make the progress they are capable of.

Children are independent, happy and settled at this setting. They take part in a range of activities across all areas of learning, and they are curious and eager to share their ideas. Children with special educational needs and/or disabilities receive effective support. They are increasingly confident communicators as a result of targeted support.

Older children demonstrate they know their routine well. They help tidy up and line up sensibly at the door to get ready to go outside. Overall, children develop the skills needed for school. However, achievement across the setting remains inconsistent. Younger children show engagement during sensory experiences, for example when they make marks in flour.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well, show consideration for others and enjoy playing together collaboratively. For example, older children measure and compare their heights, helping each other with a measuring tape. Children build warm relationships with staff and their peers. They routinely use positive manners, such as saying 'please' and 'thank you'. Leaders and staff set clear expectations for rules and boundaries. Staff ensure expectations are appropriate to the individual needs of children. They are positive role models and encourage children to help with small tasks. Staff gently remind children to follow instructions. For example, they encourage children to walk while indoors and to pick up toys from the floor so that it is safe for them to move around.

Children receive praises for their efforts and achievements. This contributes to building their self-esteem. Children show that they are proud of their accomplishments and are eager to share them with adults and their peers. Leaders and staff understand the importance of children's attendance. They monitor children's attendance and punctuality through a daily register. Leaders follow up absences quickly, with calls and home visits if necessary, to ensure children's safety.

Children's welfare and wellbeing: Expected standard

Staff promote positive hygiene and healthy habits. They encourage children to wash their hands regularly and to develop independence in managing their self-care. Children enjoy playing with dentures and toothbrushes. They comment on how to get the 'dirty bits' away and why it is important to clean their teeth. This supports children's early understanding of oral health. Children sit together at the table to enjoy healthy and homemade meals. From a young age, they serve themselves and eat competently with cutlery.

Staff have attended safer sleeping training to provide children with a suitable and safe environment in which to rest. Children sleep in individual cots in a separate room. This ensures they are not disturbed by those continuing playing. Staff follow safe procedures for monitoring and checking sleeping children and maintain a record of these checks.

Staff establish responsive relationships with children, helping them feel secure and valued. They gently support children who face barriers to learning or wellbeing to participate in play alongside their peers and to build friendships. Staff support children to help them to understand their emotions. As a result, they are starting to recognise when they are feeling sad or tired. Children approach staff for reassurance and enjoy cuddles when needed.

Leadership and governance: Needs attention

Leaders reflect on their practice and have worked to address some of the previous recommendations. They use staff meetings and end-of-day reflection to review what went well and identify areas requiring development. However, leaders have not yet tackled inconsistencies in the curriculum and practice to ensure that all staff enhance and extend children's learning further.

Staff report that they feel supported by the provider and that their wellbeing is promoted. Leaders ensure that staff have access to training opportunities. However, this has not yet had sufficient impact on improving the quality of teaching across the setting.

Leaders work in partnership with parents and carers and other professionals to foster children's development. They ensure that children with special educational needs and/or disabilities get the specialist support they need. Parents and carers comment positively about staff and the care their children receive. They comment that children settle quickly and are happy to attend due to the warm relationships they form with the caring staff.