Pramukh Kids Montessori

What is it like to attend this early years setting?

Children arrive happily to this warm and nurturing setting. All staff greet children on arrival in an enthusiastic and friendly manner. This ensures that children enter the setting happily and feel welcomed. Staff spend time supporting children who have recently started to attend the setting to feel secure. For example, they spend time encouraging children to join them in a selection of different activities. Children show that they are excited to join in and spend time happily engaging in play ideas. They show pride in their achievements. For example, children jump up and down excitedly when they achieve a task.

Children behave well. Staff support this by helping children to understand what is expected of them. On occasions when children require support with managing their behaviour, staff support them to understand boundaries. For example, staff approach children at their level and explain the rules of the setting. Staff are positive role models. They encourage children to use good manners. They use songs to support children with this. For example, they sing the 'please and thank you' song to encourage children to use good manners. This supports all children to understand what is expected of them.

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

• Leaders speak passionately about the setting being focused on developing children's independence skills to enable them to complete everyday tasks for themselves. For example, children are encouraged to serve their own food at mealtimes and feed themselves. Staff use hand-over-hand support with younger children. This allows all children opportunities to become independent.
• Children have opportunities to develop their mathematical awareness. Younger children count wooden blocks as they make towers. Older children are encouraged to identify different numerals. Staff extend children's awareness of mathematical concepts by speaking to them about 'big' and 'small'.
• Children have opportunities to develop their language and communication skills. For example, staff use sign language alongside spoken language with younger children. Staff explain how signs support children to understand what has been said. Staff also use labelling. When taking part in a painting activity, staff label items, such as 'yellow' as children explore colour. They extend upon this by using language such as 'forwards' and 'backwards'. This allows children opportunities to extend their vocabulary and to learn about positioning.
• All children have plenty of opportunities to listen and join in with a variety of different songs. Staff consistently use songs to support children's understanding. For example, they sing 'Let's sit together' to children to encourage them to take part in different activities. This supports children to understand the routine of the setting.
• Overall, children are active learners who enjoy taking part in the variety of activities that are available. However, on occasions, younger children are not always supported to readily engage. For example, when children do not participate in activities, staff do not always explore techniques to support them to remain focused.
• Leaders obtain key information from parents about their children. However, they do not consistently share this information to enable key staff to act upon this and support children further.
• Children spend time creating representations of themselves using a variety of different resources. Staff support children by speaking about features such as ears and eyebrows. Children add these features to their creations. This supports children to learn about themselves and supports their creativity.
• Leaders are reflective. They evaluate the setting and can identify areas of strength as well as areas that they would like to improve upon. They set individual targets to support staff's development. Staff express how they feel supported to make progress.
• Leaders are aware of children's individual needs and have plans in place to support children with special educational needs and/or disabilities (SEND) to make progress. They speak about how they use additional funding to support children within the setting.
• Parents have positive views of the setting. They appreciate that the setting shares their children's achievements so that they can further support their children's development at home.

What the setting must and should do next

The provider should:

• explore techniques to support younger children to readily engage in activities
• explore ways to strengthen the key-person system to promote effective communication.