Patchwork Montessori Nursery

Inclusion: Expected standard

Children with possible barriers to learning, including those with special educational needs and/or disabilities, are typically identified by the leaders and staff. Staff work closely with parents to put effective plans and measures in place. This helps to support children to obtain equal access to the nursery's provision and make equally good rates of progress, overall. Leaders have worked with staff to support them in providing support plans for individual children who experience barriers to their learning and help staff to reflect on the effectiveness of these strategies over time. Leaders and staff are beginning to work with other professionals, such as speech and language therapists, to ensure that the most appropriate interventions are in place for each child when appropriate. Although staff access a wealth of training and are highly attentive in addressing the needs of children in the nursery, leaders should support staff to develop even more confidence in recognising where children require more help and share this with parents to overcome any possible barriers to learning.

Curriculum and teaching: Strong standard

Leaders have a clear vision for the quality curriculum that they plan with staff. The carefully sequenced plan ensures that transitions between the rooms at the nursery run smoothly without hindering children's sense of belonging. Each room ensures that there is a priority on the prime areas of learning, but also provides a wealth of opportunities where children are exposed to all seven areas of the early years foundation stage curriculum. For example, mathematical development is an area of strength. Babies listen to counting rhymes and move their bodies to the rhythms. Toddlers sort and colour match toys and resources. Children in the 'Reception' rooms count items and begin to write the corresponding numbers. All children, including those with possible barriers to learning, consistently build on what they know and can do. They make positive rates of progress from their starting points across the nursery setting.

Leaders have worked hard to develop children's communication and language skills. Specific training and focused work in each room has resulted in staff being highly effective in their teaching of this area. In each room, quality texts are shared with children. Babies delight in lifting flaps and seeing themselves in mirrored books, while older children are beginning to join in with repeated words and phrases from known stories. Some children even begin to act these out during play.

Achievement: Strong standard

Children achieve well. Leaders are heavily present across the setting and have high expectations for staff's interactions with children. Staff model ambitious vocabulary and support children in improving their own speaking skills. For instance, staff listen intently to what young children say and then repeat this back to them in a more cohesive and structured sentence. This modelled approach supports children in developing their speaking skills effectively. Staff play alongside and with children. They skilfully ask questions and challenge children further throughout the day. For instance, when children say that they are drawing circles on the pavement outside, staff state that it looks like a zero. Children then delight in practising their counting and number formation skills as part of their play.

Leaders and staff regularly assess what the children can already do and plan what they want them to learn next. This is accurately planned according to each child's age-appropriate learning, any barriers to learning, including special educational needs and/or disabilities, and considers children's likes and interest. This information is shared with parents, along with suggestions of how to best to support their child in reaching these milestones. Subsequently, children are consistently ready for their next stage of learning and eventually starting school.

Behaviour, attitudes and establishing routines: Strong standard

Children behave exceptionally well at the nursery. Leaders and staff act as excellent role models and consistently have high expectations of children's behaviour and attitudes. Staff across all rooms foster a sense of calm, while also igniting children's awe, wonder and curiosity. Children adore exploring and playing in the mud kitchen. They use the resources with care and respect, happily sharing with their peers as they have been taught to do. Outside, the older children have lots of room to explore and play. They know not to run in certain areas to keep themselves and friends safe. Staff teach toddlers to play a little more quietly if their friends are sleeping and to not disturb them.

Staff have excellent relationships with the children. Clear and warm bonds are evident across the setting. Children are confident to ask for help if needed and frequently go to their key person for a cuddle or reassurance. Staff promote children's collaboration skills well. Staff skilfully narrate to children from a very young age how they are playing with the same resources, or that they are smiling at each other, praising them enthusiastically throughout. Older children are challenged to problem-solve together by making bricks balance in a tall tower. Consequently, children are incredibly polite, well mannered and respectful and they are learning how to get along well with those around them.

Leaders place a high regard on children's attendance and punctuality. They ensure that children are in the setting when due to be present, unless previously discussed and agreed with parents for valid reasons.

Children's welfare and wellbeing: Strong standard

Leaders and staff form secure relationships with children from when they start and are highly responsive to individual children's needs. The key-person system is effective in establishing attachments and positive relationships with children where staff know each child in their care exceptionally well. The nursery is safe and incredibly welcoming. Children throughout the setting are seen smiling and fully engaged and enthralled in the activities that staff have planned for them. Children clearly thrive and very much enjoy their time at nursery.

Babies' weaning, feeding, sleeping and hygiene needs are met through well-structured routines and highly attentive staff. Staff support children to learn independence skills when appropriate, such as putting on their own coats, pouring their own drinks and how to manage their personal risks and safety.

Leaders and staff want the children to be confident, self-assured and able to manage their feelings. They support children who may find something a struggle to have further attempts, and provide lots of praise for doing so. They also acknowledge when children might be feeling cross or upset. They explore and narrate them through these situations to help them understand their emotions and manage them appropriately.

Leadership and governance: Strong standard

Leaders have high standards of professionalism across the setting. All staff act with integrity, working together as a harmonious team. Leaders are dedicated to consistently providing high-quality care and education for all children at the setting. They are reflective in their approach and frequently discuss current areas for improvement and future aspirations for the setting as a staff team. Leaders identify and share current objectives to ensure improvements. They support staff through various training opportunities to reach these objectives. Leaders ensure that the impact of these changes are measured, with the children's benefits remaining at the heart of all they do. Staff feel highly valued and supported and very much enjoy working in this close team of practitioners.

Partnerships with parents are strong. Parents speak incredibly highly of the leaders, staff and setting as a whole. They appreciate the frequent communications and updates on their child's wellbeing and progress and feel that their children are being very well prepared for their next steps in education.

A recent focus on developing children's communication and language skills across the setting has had a significant impact on the interactions between staff and children. Leaders have equipped staff with the necessary knowledge and skills to support children from a very young age to learn and understand new words and foster a love for language, books and rhymes. Leaders are dedicated to ensuring that all children have equal access to the setting's provision, including those with special educational needs and/or disabilities.