Rigg Farm Montessori Nursery

What is it like to attend this early years setting?

Children are happy and vibrant as they enter the nursery. They show eagerness and enthusiasm about their learning and are very keen to participate in all activities that are available. Children thrive in this highly inviting and stimulating environment. Children's learning and next steps planning are tailored to their individual needs and capabilities, including individual learning plans. Children acquire appropriate skills for their transition to school very well.

Children benefit from a highly ambitious curriculum that incorporates the seven areas of early learning and the Montessori approach. Children are encouraged to become independent. For example, they contribute to tidying up and clearing away after activities, pour their own drinks and chop their own fruit at snack time. All children in the nursery are encouraged to learn about different living environments and activities are linked to these. For example, children learn about the ocean and the marine animals and wildlife that live there and engage in conversations that involve words such as 'biomes'.

Inclusive practice is excellent and the provision for children with special educational needs and/or disabilities (SEND) is exceptional. Staff ensure that their collaboration with parents is a primary focus to support the children in their care. Children develop close attachments to the caring and nurturing staff team. This demonstrates that they feel safe and secure at the nursery. Staff ensure children know the expectations of the nursery. Children behave remarkably well and make strong friendships with each other.

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

• Staff present and organise the nursery in a way that supports children's learning and takes account of children's capabilities. Resources and equipment are appropriate for promoting children's learning and development. Children have the opportunity to understand and learn about animals and the care they need. For example, staff help children to follow a daily routine of feeding the farm animals in pens and connected fields that form part of the outdoor provision. Children make excellent progress and show exceptional communication and language skills. For example, they use words such as 'environment', 'mammals' and 'snorkelling' when talking about the ocean.
• Children are fully engrossed in their learning. Staff position themselves in and around the nursery to support and facilitate children's learning. The dedicated staff team refers to planning before delivering activities and takes account of children's capabilities when planning these. This enables staff to tailor activities to children's individual abilities that challenge their development. Children are encouraged to practise the skills they have developed to embed their learning and promote self-confidence. Staff are calm and use excellent language when supporting children with their learning.
• The nursery is highly inclusive. Staff are very quick to identify children's individual needs and seek additional support where necessary. Children with SEND excel in their development. Staff work in partnership with other professionals and help children focus their learning. Children who arrive at the nursery with low speech, language and social skills make remarkable progress as staff provide additional one-to-one speech and language support that promotes development.
• Staff are highly motivated to work consistently with parents to ensure that children are supported. For example, parents are able to spend time in the nursery to observe their children and contribute to their learning. This also supports parents' awareness of their children's development. Parents are extremely happy with the nursery and the progress their children are making.
• Children are encouraged to become independent learners. They show maturity when asked to be 'helper of the day', which involves helping staff to set the tables for lunch and prepare the area for snack time. Children are able to select activities at will and apply themselves to these with determination until they have achieved their goal.
• Children's behaviour is exceptional and they show excellent manners towards staff and each other. Children support one another in their learning and discuss strategies for accomplishment. For example, children work together and talk about where particular pieces of a puzzle should be placed to achieve their desired structure.
• Leaders and managers use highly effective communication to support staff in their role in facilitating children's education. This ensures that staff know what is expected of them. Leaders and managers have excellent strategies to support staff engagement and provide ongoing opportunities for staff training and development.