Stepping Stones Montessori Nursery Ltd

What is it like to attend this early years setting?

The manager and staff work together to promote children's independence. For example, children learn to always tuck in their chairs, carefully hang their coats up and serve themselves food. Staff's expectations of children are high. They promote children's self-sufficiency by expecting them to do things for themselves. Children make decisions about what they want to play with. They display very high levels of competency. Children are confident and excited to do things for themselves and each other.

Staff have high expectations of children. Babies learn to make their own play dough and remember the ingredients. They pour oil and flour and learn how to knead dough. The youngest children persevere and try hard, even when they find things difficult. They are motivated and excited to learn.

Staff teach children to understand their feelings. They help them to understand why it is important to share. Staff ask questions about how children feel when they share with their friends. Children learn how their behaviour impacts on others. They have very high respect for each other and staff. Children are very well mannered. Staff expect them to use kind words and polite language. Children learn to be kind to others. They feel safe and respected.

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

• The manager and staff create a purposeful learning environment. They use resources that support all children to reach their developmental milestones. Staff teach children to make choices about what they want to do. Children spend time practising skills that that they need to learn. They are very well prepared for the next stage of their education.
• Staff plan activities that support children to deepen their understanding. For example, in the garden, children grow vegetables. They observe changes throughout the seasons. Children visit the local supermarket to select foods and cook them. Children understand where food comes from. They talk about and remember long term what they have learned.
• Staff assess what children know and can do. They get to know children well and quickly identify any gaps in their learning. Staff share this information effectively with parents and external agencies. They support children with special educational needs and/or disabilities well.
• Overall, staff's interactions with children are of a high quality. However, on occasion, staff do not consistently support children to use the most ambitious new language in their play. This means that children do not always develop fluency at the highest levels.
• Parent partnerships are strong. Parents report that meetings at the nursery help them to understand children's next steps in learning. They say that staff support their children's transitions to local schools. Parents comment that information from staff helps them to extend their children's learning at home.
• Staff have strong relationships with children. They do whatever it takes to support children's emotional well-being. Staff have nurturing and supportive relationships with children. They listen to children and support them to express their feelings. There is a culture of respect in the nursery between children and staff. Children feel happy and form secure attachments with staff and their friends.
• The manager carries out regular supervision sessions with staff. She helps staff to identify their own professional challenges and celebrate their achievements. Staff report high levels of well-being. They work with the manager to identify professional development opportunities. This helps their teaching skills to continue to develop over time.
• Staff understand that children need regular fresh air and exercise. Children spend extended periods of time outside. They play in the garden and playground and visit the local park every day. Children rapidly develop physical skills. They learn that being physically active supports their growth and physical health.
• Staff support children to learn about their social responsibility. Children learn about the environment and how they can take care of it. Children understand that there are other people in the world who are disadvantaged. They learn about how their actions affect the world around them and other people.

What the setting must and should do next

The provider should:

• develop interactions with children to support them to develop their fluency in language at the highest levels.