Strensall Montessori Nursery LTD

Inclusion: Strong standard

This is an inclusive setting where all children, including those with special educational needs and/or disabilities, are given the individualised support needed to make progress and thrive in their development. Staff are extremely swift in identifying potential barriers to children's development and in sharing information with parents and carers to ensure referrals are made in a timely manner. They are proactive in ensuring support is in place to significantly reduce gaps in learning and development, whether a physical, developmental or emotional need. Staff develop close bonds with their key children and are the main point of contact for support and communication for families.

When outside agencies become involved in supporting children, staff are very receptive to their feedback and make sure to implement all recommended support strategies while maintaining clear lines of communication with parents. As a result of the dedication of staff and the personalised approach to children's development, children with barriers to learning make rapid and sustained progress, particularly in their greatest areas of need. This is incredibly supportive in preparing children for their next steps in learning as they move through the nursery and on to school.

Staff work closely with families to help give children the best possible start to their education. For instance, staff support families to understand how the regular use of dummies by toddlers who are learning to talk presents a barrier to their speech development. As a result, the use of dummies has reduced, and there is a positive impact on children's speech development as a result.

Curriculum and teaching: Strong standard

Leaders have expertly implemented an accredited Montessori curriculum that enables children to access an extremely broad, balanced and ambitious programme of learning. The curriculum is meticulously designed to promote sustained and meaningful progress across all areas of learning, while fostering children's independence, curiosity and resilience. A deeply embedded culture of inclusion underpins every aspect of the curriculum and teaching, ensuring that all children, regardless of their starting points, benefit from consistently high expectations and extremely high-quality teaching.

The learning environment is thoughtfully and purposefully organised to maximise children's independence. Resources are carefully presented and readily accessible. Children confidently select, use and return materials that inspire purposeful, self-directed exploration. Staff place immense value on every interaction, expertly using spontaneous moments to extend children's thinking and deepen their understanding. Through highly skilled observation and assessment, staff gain a precise understanding of each child's development, swiftly identifying where additional support or challenge is required. Teaching is seamlessly adapted to meet children's individual needs, ensuring that every child makes substantial progress from their starting points.

Staff demonstrate an expert understanding of the curriculum aims and learning intentions for the children they teach. They have created a highly aspirational culture in which curiosity is actively nurtured and children are empowered to become confident, motivated and independent learners. Staff respond enthusiastically and skilfully to children's emerging fascinations, using their extensive curriculum knowledge to deepen learning across multiple areas of the curriculum. For example, after observing children's growing interest in minibeasts during outdoor play, staff expertly plan a rich follow-up investigation indoors. Children explore habitats, compare living things and confidently classify minibeasts and other animals, deepening their scientific understanding while significantly extending their vocabulary, thinking and communication skills.

Achievement: Strong standard

All children, including those with barriers to their learning, achieve well across the curriculum. Babies show concentration and enjoyment as they practise their coordination skills in the water tray, exploring how to fill and empty containers. Toddlers listen intently to favourite stories and 'sit smartly' on the carpet to take part in circle time. They put their practical life skills into action, such as noticing when tables need to be wiped. They carry out these helpful tasks with minimal support and show pride in caring for their learning environment. Older children showcase their excellent learning behaviours as they calmly complete self-chosen activities with high levels of focus and perseverance. They carefully use scissors to achieve an end goal and show great pride in completing drawings. Before mealtimes, children are industrious in ensuring the classroom is clean and tidy. They understand where all the items belong and use a dustpan and brush to sweep up, showing how much they value keeping their environment clean and organised. They show responsibility and care for others as they carefully set the table for lunch, making sure to check and count that everyone has a plate, cutlery and a glass. When mealtimes begin, children sit well at the table, showing their impressive table manners.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have established a harmonious and respectful culture across the nursery. They consistently promote high expectations for children's behaviour, and staff demonstrate positive interactions. Staff have forged caring and supportive relationships with their key children, and this is a key focus from the moment children arrive. Staff take particular care to help new children feel safe and settle into the daily routines. They are responsive to all children's individual needs, and their detailed knowledge of each child helps them to understand exactly what approach is needed to provide the most effective support.

The highly impactful teaching of desired behaviours and routines ensures staff provide a calm and focused learning environment. This helps children to develop very positive learning behaviours and social skills, as well as responding well to teaching and activities. For instance, staff take time to explain the daily routines and the activities that are on offer. This helps children begin each day with a settled start.

Staff are observant, identifying when children need help learning to take turns. They sensitively model language and sentence structure, such as how to ask for a turn. They provide time and encouragement for children to practise using the words. This helps children understand how to positively interact with others during independent play. Leaders promote consistent attendance with parents and carers and work with families to support this effectively.

Children's welfare and wellbeing: Strong standard

Leaders consistently prioritise children's welfare and wellbeing. They ensure the setting is safe for all children and support staff to implement policies and procedures that support children's wellbeing and welfare. This includes adapting plans and routines in response to high temperatures and extreme weather.

Staff demonstrate comprehensive understanding of the children they care for. They use this knowledge to adapt and respond to the needs of all children and families, ensuring that the setting provides every opportunity for children to thrive in their development.

The well-structured routines are well embedded into daily life and help children feel very secure and comfortable as the day progresses. Children understand how to participate in these routines and show pride and enjoyment as they help look after their classrooms. They have regular opportunities to practise life skills such as helping to keep their classrooms clean and tidy and setting tables for mealtimes. Toddlers learn where to find a flannel to clean their face and put it in the laundry basket when finished.

Staff support children's personal care needs to ensure their wellbeing is maintained throughout the day. This includes carrying out nappy-changing routines with care and ensuring safe sleep requirements are followed at nap times.

Leadership and governance: Expected standard

Leaders have a detailed understanding of the setting's strengths and areas for development. They are highly reflective and take a proactive approach to continually enhancing the quality of provision. Through ongoing coaching, professional dialogue and constructive feedback, staff are well supported to refine and strengthen their practice. As a result, children benefit from an extremely high-quality learning environment and receive an excellent start to their education.

Although there were recent weaknesses in relation to staff following the whistleblowing policy, leaders had already identified these issues and taken prompt, effective action to address them prior to the inspection. Staff now demonstrate a secure understanding of whistleblowing procedures, and leaders have strengthened their systems to ensure that safeguarding concerns are escalated without delay and that statutory notification requirements are consistently met. Leaders have also improved their understanding of timely notification of significant events to Ofsted. Consequently, safeguarding practice has been reinforced, and leaders have strengthened their oversight of these processes.

Staff speak very positively about the support they receive from leaders. They value the extensive programme of professional development, coaching and guidance, which continually enhances their expertise. This is particularly evident in the highly effective support they provide for children who face barriers to learning, ensuring that every child is able to flourish.

Leaders have established especially secure partnerships with parents and carers. They are responsive, flexible and highly attuned to the individual needs of families, working collaboratively to provide consistent support for children. This is particularly beneficial for children with additional vulnerabilities and those whose family circumstances require tailored provision, including children whose parents serve in the armed forces.