Playhouse Montessori

Inclusion: Strong standard

Leaders and staff prioritise children's progress, support and individual needs. Through early identification and intervention, staff make timely referrals and take appropriate action to support children with special educational needs and/or disabilities (SEND) and those with barriers to learning. For example, through observation and assessment, staff identify potential barriers. They work in partnership with parents and carers to create consistent and suitable next steps and methods.

Leaders also work closely with the local authority's special educational needs coordinators to ensure swift and effective adaptations and support plans are in place. Staff are well trained at adapting experiences to ensure all children, including those with SEND, are able to access the same learning opportunities. Using baseline starting points and ongoing observation, staff create targeted plans that ensure each child is well supported and children make progress.

Leaders have developed a consistent parent partnership relationship. They offer support that has excellent outcomes for families. For example, leaders support parents who speak English as an additional language with funding forms and school applications. As a result of this, parents from a variety of backgrounds and circumstances feel supported.

Curriculum and teaching: Expected standard

Leaders have a clear understanding of the setting's curriculum. For example, they share that as well as the seven areas of learning, communication and independence are key skills which they strive to implement. Overall, staff have a secure understanding of the curriculum and how they can support children to develop in all areas of learning. However, there are some inconsistencies across the setting. For example, not all staff encourage children's independence and communication. As a result of this, children do not always demonstrate the same skills as they move between the rooms. For instance, toddlers are encouraged to self-serve their own snack and water, but older children do not have the same opportunity consistently. The curriculum however is inclusive and it offers every child, including those with special educational needs and/or disabilities, high-quality learning and teaching opportunities.

Through observation, supervision and discussion, leaders ensure that the curriculum is typically delivered well and the key focus areas are implemented. Leaders acknowledge that there are some inconsistencies but, overall, the curriculum is fair, accessible and staff teach it well. Staff adapt the curriculum to ensure every child receives high-quality teaching. For example, staff in the baby room focus on babies' personal and emotional development as new babies join. They encourage them to form attachments and social skills. Staff invite children to engage in fun and animated story times. As a result, children across the setting have a love for books. Children across all ages have ample of opportunities to develop their physical skills in the well-designed 3 garden areas.

Achievement: Expected standard

Across the setting, children typically develop age- and stage-appropriate knowledge in all areas of the curriculum. Children are generally ready for the next stage of learning and have the appropriate skills. For example, pre-school children demonstrate understanding of early mathematics and literacy. They learn skills to be ready for school, such as using signing in boards. All children, including those with special educational needs and/or disabilities (SEND) or with barriers to learning, typically achieve well and make noticeable progress from their starting points. However, due to inconsistencies in the curriculum delivery, children do not thrive in all areas of learning at an expected pace. Children are well supported as staff adapt approaches to ensure that children with SEND and barriers to learning achieve and learn. For example, staff use visual cards and adaptations of activities to ensure children are learning at an appropriate stage. As a result of this, children with SEND achieve individualised outcomes and develop their skills and knowledge.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff typically set high expectations for children's behaviour. As a result, children commonly behave well and follow age-appropriate rules and boundaries. However, some inconsistencies in approaches and expectations means children's behaviour is not consistently addressed in line with expectations. However, staff praise children's positive behaviour and overall support their behaviour well.

Leaders promote positive attendance. They work closely with parents and carers to ensure any absences are followed up on. As a result, children's attendance is consistent and they start to form a positive understanding of school attendance expectations.

Staff celebrate each child as an individual. They encourage one another to do the same, while showing kindness and fairness to their peers. Staff encourage children to share and take turns. As a result, children typically play well alongside one another while sharing ideas. Staff use age- and stage-appropriate methods to support children's behaviour and routines.

Staff create a warm and valuable relationship with the children. As a result, children are eager and excited to engage in learning opportunities with them. For example, children excitedly engage in role play by being firefighters and pretending to tackle fires in the garden.

Children's welfare and wellbeing: Expected standard

Staff are understanding of the varying needs of the families and children from the setting. Using tailored and adapted approaches, staff support families and children in an appropriate manner to ensure children are well supported in their learning and development. Leaders are well informed of family dynamics and using external agencies and guidance. They implement support which ensures children's wellbeing and welfare are a priority.

Staff and leaders have created an open-plan style setting. Children can freely use the garden areas and explore, while brining indoor learning outdoors where possible. Staff support children's hygiene appropriately and care for children. For example, they encourage children to change wet clothes and wash their hands after using the toilet. Staff typically encourage the children to be independent through skills, such as self-serving meals, dressing themselves, washing their hands and pouring water. However, staff do not consistently embed these opportunities at all times, which means children are not consistently learning and developing these skills. Staff teach children the importance of hydration and a healthy diet. As a result, children engage in social mealtimes while enjoying their meals.

Leaders are reflective and up to date with changes relating to the early years. As a result, they adapt practice and policy to ensure children's welfare and wellbeing are well supported. For example, following previous concerns around safer eating and health requirements, leaders have implemented effective steps consistently to ensure children remain safe.

Leadership and governance: Expected standard

Leaders have a secure understanding of the setting's context and families' circumstances. Through partnership with other professionals and parent partnerships, leaders remain up to date with changes and adaptations required. Leaders are responsive and open. They demonstrate ambition to continue to deliver high-quality care and education. For example, leaders identify there are some inconsistencies in the curriculum delivery and are working to fully embed this.

Leaders provide ongoing support and training to all staff to ensure staff are well equipped and knowledgeable to deliver care and education in line with their expectations. For example, apprentices' comment on the positive and ongoing support from leaders during their placement. As a result, they feel prepared in their roles and able to fulfil their duties. Leaders use ongoing supervision sessions and training sessions to support staff, check on their wellbeing and ensure their workloads remain manageable. Leaders spend times in the rooms with the staff and children. They offer ongoing guidance and positive role modelling. As a result, leaders are well aware of the setting's strengths, areas for improvement and any identified training needs within the staffing team.

Leaders engage well with other agencies, such as health professionals and the local authority. They attend scheduled meetings and book onto training courses. Staff work in partnership to ensure the children in their care receive the most accurate and suitable care and education. Leaders also work with parents and carers and local schools. They conduct visits and make introduction packs to ensure children are ready for the transition to primary school and parents are following the correct processes for school applications.