Springfield Lodge Montessori Day Nursery

What is it like to attend this early years setting?

Children thrive at the nursery. Younger children are settled and calm. This is due to the warm, trusting relationships with staff. Babies crawl excitedly towards their familiar adult and look to them for reassurance when they are getting tired. Older children told us that they like their nursery because all the staff are kind. Children's behaviour throughout the nursery is exceptional. Toddlers are learning to be kind in nursery and at home. They engage well with staff and settle happily for their nap. Older children say 'please' and 'thank you' spontaneously as they play. They also praise their friends. For example, they say, 'Ooh, that's good!' when their friends are successful at a task.

Children become capable, confident learners. This is due to the focused approach to supporting their well-being and independence. Children are excited to recall when they found a rhinoceros beetle in their forest school garden. They are proud to share how they can count the Seville oranges in Spanish. Children, their families and staff were supported through the COVID-19 pandemic. Some parents say that nursery was a lifeline during difficult times. Staff acknowledge the impact the pandemic has had on some children's development and well-being. They work tirelessly to minimise any negative impact.

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

• The manager leads a strong and stable staff team. This ensures the smooth running of the nursery. Staff, at all levels, are very well supported in their work. They are passionate about their work with the children, and constantly strive to be better. This has a positive impact on all aspects of nursery life and children's development.
• Staff help children to remember what they have learned. Children develop good recall to aid their learning. For example, older children confidently recount what they learned at the maritime heritage centre. Some children later explain how they used the beetroot from the nursery's allotment to make a cake.
• Staff work closely with parents and other agencies to ensure that children get the support they need. This includes securing extra funding where possible. Children with special educational needs catch up quickly with their peers.
• Parents say that the support their children receive is first rate due to staff's diligence. They confirm that they receive good information about their children and how they can support their learning at home.
• Overall, leaders have excellent oversight of the quality of provision. They put effective plans in place to ensure the very best outcomes for children. This has been particularly successful in supporting the needs of two-year-old children. A consistently focused and innovative approach has led to those children being calm and, at times, deeply engaged. However, there are occasions when some older children are not as deeply engaged with their targeted next steps as they could be.
• Children develop a love of being active in the fresh air. For example, toddlers jump excitedly as they watch the balls roll down the drainpipes. Older children develop considerable strength, balance and creativity as they build with the crates and tyres. They have fun as they swing and climb. Children develop a keen interest in the world around them. They are often reflective as they create their artwork under the trees in the forest school area.
• Children benefit from a healthy diet. The cook knows the children well and is confident in how to meet their various needs and preferences. Children serve their own snacks and lunches. They stack their plates ready to be washed. Babies wipe their own faces. They develop exceptional independence and impeccable table manners.

What the setting must and should do next

The provider should:

• continue to monitor children's engagement with the curriculum on an even deeper level, to further support their key learning needs