Stanmore Montessori

What is it like to attend this early years setting?

Children form exceptionally strong bonds with staff. This helps them to feel safe and secure. Toddlers brim with confidence. They are eager to get to know visitors and actively engage with them. Staff know children exceptionally well. They are tuned into what children know and can do. Staff use their extensive knowledge to provide opportunities and experiences for all children to make excellent progress.

Staff have high expectations for all children. Children learn about numbers in all that they do. Staff skilfully interweave numbers and counting into most activities. For example, toddlers expertly sequence the numbers one to ten with a number line outside. Older children know two- and three-dimensional shapes, including the properties of these shapes. Children use this knowledge later in their play.

Children behave exceptionally well. They begin to flourish when they join the nursery and benefit from staff's individually tailored teaching. Staff skilfully support children, who may need extra help to manage their feelings. For example, younger children hold out their palms to their friends, to show they are waiting and would like a toy. Children learn to self-regulate their own behaviour, and staff show patience and kindness. All children have choices, and their opinions and interests are valued.

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

• Staff plan meticulously and ensure that activities cover all areas of learning. They link experiences to children's interests very effectively. Children benefit greatly from the focus placed on meeting and developing their personal, social and emotional needs. Staff demonstrate a deep understanding of children's learning needs. They consistently deliver high-quality interactions that build effectively on what children know. Children react very positively to staff during their play. They show high levels of engagement from a young age.
• Staff get to know children extremely well when they start. They implement excellent settling-in procedures, so that children feel very secure. Staff skilfully care for children by following their individual routines. Children's transitions on to the next phase of their education are effective and well planned. Staff sensitively encourage children to think for themselves and be independent. Leaders work very closely with the local schools to equip children with the right skills to confidently begin their next stage of education.
• Staff are particularly skilled at supporting children's communication skills. They engage children in conversations and discussions, modelling new and rich language. Staff ask pertinent questions that encourage children to think, describe and share what they know. Children are highly articulate and confident speakers. For instance, older children identify rhyming words in carefully chosen books. They discuss the meaning of new words, such as 'author' and illustrations'. These skilled conversations mean that children use vocabulary, which is way beyond age-related expectations. Staff repeat words to children, and add new words to develop their sentences and speech.
• Children's behaviour is impeccable. Staff are tremendous role models for children and treat them with the utmost respect. This is then reflected in how children treat each other. Children consistently use good manners when communicating with their friends. Where children struggle to control their emotions, staff help them to develop useful techniques, such as controlled breathing. There is admirable support for children's mental well-being. For example, children of all ages take part in weekly sessions to promote mindfulness and relaxation.
• Children develop superb physical skills. The spacious, well-designed outdoor area provides children with a very wide range of physical opportunities. Staff create interesting and challenging obstacle races. They organise games to develop children's physical coordination skills. Children develop very good strength and fitness from vigorous sport and exercise classes. They make meaningful marks, such as writing shopping lists, and follow recipes from international cook books from around the world.
• Partnerships with parents are excellent. Staff keep parents regularly informed about their children's progress and next steps in learning. This means that parents can continue to support their children's achievements at home. Parents trust the staff to nurture and care for their children, and feel incredibly supported by the service given. Parents of children with special educational needs and/or disabilities praise the support, which staff give to their children and their collaborative work with outside agencies.
• The provider is incredibly knowledgeable and reflective. She supports all staff and ensures that their well-being is of paramount importance. Staff hold the provider in extremely high regard. They are highly motivated by her exemplary practice to continue to develop their own practice through training and attending workshops. This results in a strong ethos of continuous improvement, where all staff strive to provide the best possible care and education for children.