Peacock Montessori Nursery Ltd

What is it like to attend this early years setting?

Children are welcomed with a warm smile as staff greet them at the entrance foyer of the nursery. They demonstrate their strong relationships as they hold out their arms to their key person. Children wave goodbye to their parents and carers and excitedly go inside to begin their day. Young children smile with pride as staff encourage them to identify their friends and family members on the photo display. This gives children a good sense of belonging. Staff take time to get to know all children and their families when they join the nursery. This has enabled staff to create a well-sequenced curriculum that helps to build on what children already know and can do.

Children behave well and show kindness to each other. Older children take younger children by the hand and support them to find their coat to go outside in the garden. Staff are good role models and help children to understand the nursery rules and expectations by gently reminding them to use their 'walking feet' and 'kind hands'. Staff encourage children to learn 'life skills' and encourage them to help with some of the routine tasks, such as setting up the table for their friends before mealtimes.

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

• Reflective leaders and managers use their professional knowledge of child development to establish an effective 'Montessori approach' curriculum. Staff receive regular training, which allows them to successfully deliver the curriculum and support children to learn the key skills they need for life.
• Staff listen and respond to children's interests well. For example, children use their imaginations to create their own 'cakes' in the mud kitchen outside. Staff extend this learning effectively and encourage children to identify the different ingredients they may need and how many of each they should use. Children practise counting on their fingers as they crack the 'eggs' into the bowl.
• Children of all ages listen to stories with fascination and interest. Staff read to children in a way that excites them, and they incorporate props to help motivate children even further. Children develop a love for stories as they join in with familiar words and phrases. However, at times, staff do not always ensure their own teaching builds on children's communication and language skills. For example, on occasion, staff do not give children enough time to respond or ask questions that encourage children to share their own thoughts and ideas.
• Children relish their time in the nursery garden. Older children demonstrate their good physical skills as they ride bikes up and down the garden, manoeuvring around objects in their path. Other children enjoy learning about nature as they care for a slug they find on the ground. Staff extend this learning effectively and encourage children to describe the different characteristics of the slug. Older children discuss the similarities and differences of 'snails' and 'slugs'.
• Children learn to be independent during their time at nursery. Children enjoy practising the skill of self-serving their own snack and pouring their own drinks. However, transitions between routines and activities are not always managed well. Children do not always benefit from purposeful interaction or direction by staff. Consequently, this means that the youngest children do not always know what comes next, and this can cause them to wander or become restless.
• Children with special educational needs and/or disabilities receive tailored support to meet their individual needs. Staff work closely and collaboratively with parents and other professionals, such as speech and language therapists, to help children make good progress in their learning.
• Partnerships with parents are good. Parents are very positive about the nurturing care and exciting education that their children receive. They state they receive information about their child's day and how they can continue their child's learning at home. Parents highlight that children's allergies are managed with the utmost care, which provides them with confidence and reassurance. They describe staff as kind and welcoming.

What the setting must and should do next

The provider should:

• coach staff in strengthening their teaching strategies to help children to expand their vocabulary
• support staff to consistently maintain the quality of interaction and engagement with children throughout the day, including during periods of transition.