Riverside Nursery Schools – Richmond Montessori

Inclusion: Expected standard

Leaders and practitioners typically identify and assess children's individual needs. Practitioners work closely with the special educational needs coordinator (SENDCo) when they have any concerns regarding a child's development. Clear processes to assess children's development on entry are in place. Practitioners work in collaboration with parents or carers and understand the crucial information they hold about their child. This supports children who have barriers to their learning to catch up. Ongoing assessment of children's needs take place, ensuring early detection is made.

Children who have temporary barriers to their learning are identified swiftly. Strategies are put in place and actioned. Children have intensive support to close the gap.

Leaders are proactive at seeking support from external agencies. They work closely with the local authority's area SENDCo. Adjustments and adaptations are put in place to support learning. Children with barriers to their learning have personalised support plans. For example, children who have language barriers have specific time to work in small groups, where vocabulary is modelled. This dedicated time supports children to practise the skills they have been taught and enables them to make progress.

Leaders deliver training to support practitioners to ensure children's needs are being met. Practitioners are confident to identify concerns and know who they need to report them to. This ensures children get the support they need to progress.

Curriculum and teaching: Expected standard

Typically, leaders understand what children need to know and when. An emphasis is placed on the prime areas, communication and language, physical development and personal, social and emotional development, for the youngest of children. Young children's communication and language is supported through a variety of strategies depending on their individual needs. Some practitioners use Makaton signs to support communication. During snack time, practitioners model the use of Makaton to support the children to communicate their needs and wants. Children then use these signs along with the spoken word to share what they want. Practitioners praise children's attempts at communication and develop a culture in which children feel heard. Practitioners adapt their communication style to meet the needs of the children. Younger children are supported with shorter sentences. Practitioners give meaning to their sounds and interpret their gestures. This supports children to understand language and use the words they hear in their play. Older children participate in activities in which they explore more complex language structures. Children excitedly discuss planets and the solar system. Practitioners skilfully extend sentences and give meaning to new words.

Children develop a love for stories, songs and rhymes. They listen with awe and wonder and are taught the sequence of stories. Children, including those with barriers to their learning, excitedly sing along to their favourite songs. This supports children to expand their vocabulary.

In general, understanding of the world is clearly taught. Children delight in exploring the new plants in the garden. They discuss what plants need to grow and independently fill watering cans to ensure they have enough water. Practitioners encourage children's curiosity about the world around them. They engage in meaningful conversations and use real-life examples to support understanding. This helps children to become creative, curious learners.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities, typically make progress from their starting points. Systems are established to monitor children's development so that they are prepared for the next step in their learning.

A sharp focus is placed on communication and language, and children make steady progress in this area. Children's physical development is supported. They explore different ways to move their bodies, such as rolling, stretching and crawling. Practitioners guide children to understand the effects exercise has on their bodies. This supports them to build important skills for future learning.

Children's independence is fostered. Practitioners actively encourage children to tidy up, make choices in their play and meet their personal care needs. During lunchtime, for example, younger children are encouraged to feed themselves using their fingers or a spoon. Older children are supported to set their own table and use a knife and fork to cut their food. In general, children are prepared for the next stage in their learning, including going to school.

Behaviour, attitudes and establishing routines: Expected standard

Children are well behaved. Leaders and practitioners have high expectations for behaviour, which are commonly understood. On occasion, practitioners struggle to support children to manage sharing and turn taking. However, they request support from leaders. Children are generally calm and considerate of their friends.

Typically, the key-person arrangements are effective. A key-person buddy system is in place. This ensures continuity of care for the children. This means that if a key person is absent, another familiar adult is able to take their place. Although there are a number of agency staff, leaders are aware of the impact this could have on children's development and are putting in actions to mitigate against this. Children establish warm, responsive and positive relationships with practitioners. This supports them to feel safe and secure. They are supported to negotiate with their friends, listening to others and managing conflicts independently. This supports children to build positive relationships.

Children have a positive attitude towards learning. They remain focused on engaging experiences and welcome other children into their play. Practitioners consider children's developmental age when providing activities. Younger children are given the time and space to practise early walking skills, while older children are supported to run, jump, hop and skip. This ensures activities are appropriate for their needs.

Children's welfare and wellbeing: Needs attention

Although leaders are trying hard to work in partnership with parents and carers, there is sometimes a delay in ensuring parental concerns are sufficiently responded to. Systems to respond to concerns are in their infancy, which has an adverse effect on children's welfare and wellbeing, resulting in children's care needs occasionally not being met. Leaders are aware of this and have recently made significant adaptations to ensure concerns are responded to and actioned rapidly.

Children are provided with healthy and nutritious meals. Practitioners understand the importance of keeping children safe while eating and adhere to a strict policy. Children with dietary needs are well cared for. Clear systems are in place to ensure children get the right food, and a nominated individual is responsible for ensuring this takes place. They enjoy discussing the vegetables in their meal and the importance of having a balanced diet. This helps to build healthy habits for the future.

Routines for sleeping are effective. Younger children's routines from home are followed, and they sleep and rest at their own pace. Children are monitored closely while sleeping, and safer sleeping practices are adopted. This supports children to feel refreshed and emotionally ready for learning.

Typically, hygiene practices are effective. Children become increasingly independent as they progress throughout the nursery. They are encouraged to wash their hands before meals and after going to the toilet. This supports children to understand how to keep their body safe.

Leadership and governance: Needs attention

Although leaders are aware of the nursery's strengths and areas for development, significant changes in the leadership team have had an impact on the day-to-day running of the nursery. Policies and procedures to respond to parents' and carers' concerns have been strengthened. However, there are still gaps. This means that some children's individual personal care needs are not always met. Leaders are aware of this and are continuing to make adaptations to ensure these are fully embedded.

Leaders take into account practitioners' workload and wellbeing. A sharp focus has been placed on ensuring all practitioners are retrained to strengthen the weaknesses in practice. An enhanced cycle of supervision and observations of practice ensures that practitioners are now fully supported in their role. Practitioners speak highly of the professional development opportunities that they receive. They feel they are listened to, and this has a positive impact on their wellbeing. Leaders take on board constructive feedback from external agencies and generally put measures in place to support change.

Leaders ensure the sharing of information is completed promptly. Renewed policies and procedures bolster the sharing of information. A single central access point to information ensures those who need access to certain information have it. This means that those who have responsibility of safeguarding can take timely and appropriate action to protect children from harm.

Leaders ensure practitioners are deployed effectively. They establish a culture of continual improvement in which everyone is keen to improve their practice for the benefit of the children. Both safe sleeping and key-person procedures are improved. This ensures children remain safe while at the nursery.