Sarah's Montessori Day Nursery

What is it like to attend this early years setting?

Children enjoy their time at this bright and spacious nursery. Staff welcome children warmly as they arrive for a day of fun-filled learning. Children separate with ease from their parents and settle in quickly to the well-organised learning experiences on offer. The Montessori inspired curriculum supports children to develop skills and knowledge across the seven areas of learning. In particular, teaching promotes confidence, resilience and independence.

Behaviour is supported well by staff who understand the importance of the language of feelings. They slowly introduce children to a range of emotions. This helps children to recognise and manage how they feel and also the feelings of others. Clear rules and expectations are consistently applied by staff. When children struggle to remember the rules, staff present clear real-life images of children demonstrating the positive behaviours.

Routines are calm and unhurried. This enables children to move between activities without unnecessary disruption. Children are supported to continue with play before sleep time if they are not ready to sleep. This develops their emotional well-being and ability to manage their own needs. Staff discuss how children may be feeling, such as having 'heavy eyes' and needing to yawn. Children quickly learn to recognise the signs that they need a sleep.

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

• Through a Montessori-based curriculum, children develop fine and gross motor skills. They learn early literacy and numeracy concepts and problem-solving abilities. Practical life skills, such as pouring and scooping, are designed to foster independence, resilience and respect for the environment.
• Staff use observations and discussions with parents to identify children's starting points, interests and next steps. Planning is flexible and child-led. Teaching includes the use of themes and topics sparked by children's curiosity. For example, children learn about cameras. Staff skilfully link this to self-portraits that encourage children to explore what makes them unique.
• Children across the setting are highly engaged in their learning. Outside, children listen intently to a story, counting the spider's legs and discussing features of a worm. Adults extend language, introducing vocabulary such as 'worried' and linking this to previous teaching about emotions.
• Routines, such as handwashing before lunch, are calm and unhurried, allowing children to develop independence at their own pace. Children make choices about food and drink, discussing preferences with adults. Children are developing strong self-help skills. They pour drinks from glass jugs, serve food and help wipe up water spills. Babies practise washing their hands and faces, with staff encouraging independence and praising their efforts.
• Physical development is promoted through indoor and outdoor exploration. Children push trolleys and climb steps with developing skill. There is clear progression in learning materials and experiences that promote fine motor skills from chunky mark-making tools to pencils.
• Young children who attend engage in musical exploration, shaking instruments and joining in with favourite action songs. Staff support early communication by modelling language and naming objects. Children show interest in books, handling them carefully and turning pages with developing fine motor skills.
• Children explore their environment with curiosity. They engage in activities that offer real-life examples about temperature. For example, staff provide ice in children's play to connect new vocabulary to real-life sensations. Young children enjoy sensory play as they fill containers with damp sand. Staff role model new language, encouraging children to 'pat' the sand down as they demonstrate how to make sandcastles.
• There is a key-person system in place that supports secure attachments. Children seek comfort when upset. Staff respond warmly and sensitively. Cover staff know children well and provide good continuity during staff absences such as holidays. However, the 'buddy' key-person system is inconsistent. Not all staff are clear about the 'buddy' system, meaning the level of care and education can be inconsistent.
• Parents report staff are patient and offer a flexible service. They comment on how staff are responsive to children's emotional needs, particularly during changes and initial settling-in periods. Sensitive approaches, such as allowing extended sessions, have led to children becoming happy, confident and secure in their new environments.
• Leaders show a positive approach to staff well-being and professional development, with open-door policies and mental health support. There is collaboration with local authorities to provide additional support for staff when promoting children's development and well-being.

What the setting must and should do next

The provider should:

• support all staff to understand their roles and responsibilities in the setting's key-person system to ensure consistent and high-quality care and education for all children.