Red Robin Montessori

What is it like to attend this early years setting?

Children learn to look after things and to be respectful, which runs through the ethos of the nursery. Staff consistently model behaviour in a way in which they would like children to follow. They use kind words and provide a narrative to develop children's language. Children feel safe in a consistent and calm environment. They access resources, which are are carefully set up to allow them space to think and explore. Children select their own toys or choose from activities which staff plan. All activities have a clear intent, which gives children a purpose for their learning.

Children look after toys, help to tidy away and know to fold their jumpers after use. Children know to change shoes into slippers for indoors and do so without direction. Small children roll up their sleeves and wash their hands, taking turns and making way for their friends. After lunch, children clear and scrape their plates and sit awaiting their pudding. Staff chat to children, talking about the food they are eating and encouraging them. Everyone eats together, including staff. This helps to give a feeling of togetherness in the nursery.

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

• Staff organise the nursery in a way which helps children to access resources and then return them once finished. Staff support children to use toys and then replace them ready for the next child. This teaches children to value equipment and encourages them to think about others. Children use all resources with purpose. This helps children to concentrate and become immersed in what they are doing.
• Young children participate in activities, such as playing with dough, for long periods. They manipulate different textured rollers and squeeze and roll using their fine motor skills. This helps their muscle development, which is needed for future writing. Toddlers delight in chasing large, rainbow coloured balls, which helps to develop their walking skills and coordination. Staff laugh along and acknowledge the fun. They name the colours of the ball and add vocabulary, such as 'bounce'.
• Staff are responsive to children's needs. This helps children to feel confident to explore and try new things. Children show care and consideration for each other. Staff adapt activities to suit the stage of development and ability of each child. For example, they encourage some children to recognise double-digit numbers, and other children to recognise single-digit numbers. Staff do this with the same level of encouragement for all children.
• Children have opportunities for physical play outdoors each day. The use a variety of bicycles and equipment to climb on to aid their balance. Children play games led by staff to help to develop their social skills.
• Children enjoy freshly prepared meals and enjoy healthy snacks. Staff remind them to drink water throughout the day. They remind children to use manners and sit nicely. Children listen and respond well.
• Periodically, staff invite parents into the nursery. This coincides with when children move up through the rooms. This process helps parents to familiarise themselves with staff and what their children will learn. Displays on the wall show pictures which children have completed at home with their parents. This helps to celebrate the multicultural nature of the nursery, such as by sharing information about food, flags and important events in children's lives.
• Leaders have a shared passion and outlook towards the education of children at the nursery. This is passed on to staff through training and by modelling good practice. An established staff team know children and each other well. Communication is good and each room runs smoothly.
• Children's concentration levels are high. They are motivated to explore and solve problems. Children discuss and help each other to complete puzzles, taking turns and considering solutions. They congratulate each other when they finish their puzzles and staff praise their efforts.
• Children are familiar with routines and can often be heard describing what will be happening next. However, at times, some children are left doing nothing while waiting for their peers or staff to complete tasks. This means that some become fidgety and unsure of what to do.
• The nursery makes good use of assessment to track and set targets for children with additional needs. Parents, professionals and staff work together in partnership to help meet individual needs.

What the setting must and should do next

The provider should:

• reconsider the organisation of some routines to reduce waiting times for children.