Rushcliffe Montessori and Nursery School

What is it like to attend this early years setting?

Staff have excellent relationships with children. Children tell staff, 'You are my best friend,' as they snuggle in to listen to a story. Babies confidently explore their room, going back to staff for reassurance when needed. Staff are excellent role models. Children behave well and understand the high expectations staff have of them. For example, as pre-school children are asked to tidy away their toys, they shout, 'Choose it, use it, put it away,' as they tidy up. Children show kindness towards each other, for example, older children help younger children take their shoes off. Toddlers learn what is expected of them as staff use a puppet called 'Mikey' to talk to them about sharing toys and using 'kind hands'.

Children have ample opportunities to develop their physical skills. Toddlers learn to take risks safely as they navigate the new climbing frame for the first time. Staff support them to move carefully so they do not fall off. Pre-school children concentrate as they use their small-muscle skills to use keys to open padlocks. Staff provide rich language to support children's communication and language development. Babies excitedly wiggle their bottoms as they copy actions and babble back to staff as they sing songs. Children develop a love of books. They spend time independently looking at these and listen to stories that staff read to them.

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

• The management team is passionate about the curriculum it provides. Staff follow children's interests and support them to become independent. The staff know the children well. They ask parents for regular feedback about their children and complete their own observations and assessments to help them plan children's next steps. This helps children to make good progress in their learning.
• Since the COVID-19 pandemic, staff have recognised that children need more support with their language and physical development. The management team has been proactive in helping to bridge these gaps in learning by employing other professionals, such as a speech and language therapist and sports coaches. These professionals guide staff, teaching them how to deliver strategies to help children to reach individual learning goals.
• Staff extend children's learning well. For example, pre-school children explore the forest area as they hunt for bugs. They shout, 'Oh look, I found a big one,' as they proudly show their friends a worm. Staff extend children's vocabulary as they introduce words such as 'huge' and 'massive'. Staff teach children why leaves turn yellow, explaining they no longer have the 'nutrients' they need to stay green. Toddlers learn about shapes and sizes as staff ask them if their biscuits at lunch are small, big, square or round.
• Children have access to a variety of experiences and engage well in activities of their choosing. For example, toddlers enjoy exploring light boxes in the sensory room. Staff encourage them to learn how to turn them on and off, discussing how they go dark when turned off. However, on occasion, some children lose interest and disengage during group activities. At times, some staff do not always deliver these activities well enough to support children to remain engaged in their learning.
• Staff support children's independence from a young age. Babies are encouraged to feed themselves at lunch, developing their hand-to-eye coordination. Pre-school children learn about hygiene routines as they are encouraged to clean their tables before meals.
• Children learn about the world around them as they take part in walks in the community. Staff teach them how to care for animals and help them learn about their environment as they explore the forest area.
• Parents say they are 'extremely' happy with the nursery. They report that staff regularly share information with them on their children's development and give them activity packs to carry on learning at home. Parents have opportunities to take part in a parent forum, where they can make suggestions and share their views.
• The dedicated management team offers many opportunities for staff to develop their practice and extend their knowledge. Training is offered on a variety of topics, such as online safety and how to promote oral health. Staff report that they feel valued and that the management team supports their well-being. The management team carries out staff supervisions and completes observations of staff practice. Feedback is then given to help staff improve their practice.

What the setting must and should do next

The provider should:

• improve the way staff deliver group activities to ensure all children are consistently engaged in their learning during these times.