Privett Montessori Nursery

What is it like to attend this early years setting?

The children respond well to the warm welcome they receive on arrival. With their emotional needs met, children are confident and curious to explore activities and educational experiences. The staff know all the children well and provide appropriate activities and resources. They tailor the planning and the environment to challenge children's learning and promote their concentration skills.

Children are active in their learning and benefit from plenty of time and space to enjoy their experiences. They love being outside. Children have great fun exploring nature. For instance, they help to collect leaves into piles, and they delight in throwing them in the air and watching them fall around them.

Overall, children become independent and learn a range of skills that prepare them for their future life. For example, at snack time, children confidently select their own cups and skilfully pour their drinks. Staff extend the children's experience by encouraging them to wash and dry the dishes afterwards.

Children take part in small-group discussions and listen intently to what the staff are saying. They respond appropriately and engage in back-and-forth interactions. Staff repeat sentences back to the children and emphasise key words. Children are confident to share their ideas and thoughts.

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

• Leaders and staff have a good understanding of child development and know how children learn. They skilfully identify what each child needs to learn next. Staff plan activities that are sequenced well to build on what children already know and can do. They use their observations and ask questions to check what children have learned. They revisit activities to fully embed knowledge.
• Parents are happy and complimentary about the support they receive from staff. They are aware of what their children are currently learning and are kept up to date with their development. Children have good attachments to their key person and go to them for guidance and support.
• Staff encourage and praise children to persist when challenges occur. This helps them to reach their intended goal. Children show pride in their achievements. For example, they spend time creating pictures using paint sticks, and they show joy when showing their peers and staff.
• Leaders and staff carry out effective risk assessments and consistently review the environment to promote the safety of the children. Staff take appropriate action to manage any identified risks. For example, they have sectioned off an area of the garden to allow children to play safely in windy weather.
• Children develop good social skills that prepare them for future learning. They are kind and caring to each other and are beginning to recognise their own emotions and the emotions of others.
• Overall, children's health is promoted well. Staff provide a nutritious range of snacks and talk to children about healthy eating. They encourage children to become independent in their self-care routines. For example, children competently use their own individual forks. Staff teach children key hygiene practices, such as washing their hands and wiping their noses. However, these messages are not consistently reinforced.
• There are successful arrangements to support children with special educational needs and/or disabilities (SEND). The special educational needs coordinator works with parents and other professionals effectively to ensure that children are given the best support. Staff revise and adjust planned activities to suit the needs of all children.
• Leaders and staff provide opportunities for children to be physically active indoors and outdoors. For instance, staff encourage children to engage in exercise activities indoors. They move around with pleasure and respond well to instructions. Outside, children run freely and are provided with activities that support both large- and small-muscle movements.
• Routines are flexible and adapted to meet the children's needs. For instance, if children express that they are hungry, staff will bring snack time forward. This supports children's well-being and gives them what they need.
• Staff have positive attitudes and feel valued by leaders. They are encouraged to develop their skills with training courses that enhance practice and benefit the children.

What the setting must and should do next

The provider should:

• encourage staff to provide more-consistent support for children to understand the importance of personal hygiene routines.