Sunflower Montessori Nursery School

Inclusion: Expected standard

Leaders and staff supporting children with special educational needs and/ or disabilities (SEND) have the knowledge they need to carry out this role effectively. They regularly attend training to help them to identify children with SEND. Staff sensitively support children who speak English as an additional language to access the curriculum. They identify the small steps children need to make to reach developmental milestones. For example, staff teach them to use single words, small phrases and then longer sentences. All children, including those with learning barriers, generally develop secure communication skills.

Leaders work closely with a variety of experts to promote children's learning. For example, staff work with speech therapists to explore strategies to help children to learn to follow instructions. This typically has a positive impact on the learning of all children. Staff receive training that helps them to plan and evaluate activities. Leaders continue to develop how these strategies are embedded. For example, they are supporting staff to use sign language more consistently across the nursery. This helps to support the communication skills of children with barriers to their learning.

Curriculum and teaching: Expected standard

Staff focus on teaching independence skills, supporting children to become curious learners, who develop their own talents and interests. Staff teach children to evaluate risk as they climb and slide on large-play equipment, developing their physical skills. Staff assess what children know and can do and use this to plan suitably challenging activities. They support children's mathematical development. They encourage children to count and measure quantities, and use mathematical vocabulary. For example, they ask children to compare quantities using language, such as 'more than' and heavy'. Children develop a secure awareness of number and value. Staff help children to develop social skills. They develop solid friendships as they negotiate and share with others. They learn that playing with other people can enhance their happiness and enjoyment of learning.

Leaders have plans underway to develop how staff adapt their teaching during group activities. Teaching typically supports children well during free play but is inconsistent during group activities. Staff do not consistently adapt their approach to hold the interest of all children who choose to take part in group activities, to ensure they can participate fully.

Achievement: Expected standard

Children typically achieve well from their starting points. They develop curiosity, and engage in a wide variety of age-appropriate activities. Children access resources that suit their ages and stages of learning and promote their independence. Children excitedly select from a range of tools to explore different materials. For example, children enjoy creating shapes out of sand and dough. They enjoy repeating activities that they are familiar with to practise their skills. Children enjoy engaging in discussions that help them describe their thoughts and develop their imagination.

Children who speak English as an additional language and those with special educational needs and/or disabilities develop confidence in their learning. All children are well prepared for their future learning.

Behaviour, attitudes and establishing routines: Expected standard

Staff have warm relationships with children that help them to feel safe. They have an embedded approach to supporting children to develop positive behaviours. Staff role model kindness. For example, staff gently encourage children to think about the effort others have put into their creations. They continue to build on how they embed the most positive attitudes to learning of all children through consistently impactful teaching of focus and concentration. Staff help children to celebrate the achievements of their friends. Children learn how their words and actions may affect other people.

Staff help all children to develop confidence by praising their positive behaviours, for instance. Leaders work closely with staff to develop approaches to managing children's behaviour. This includes training staff to reinforce expectations in an age-appropriate manner. All staff feel confident in supporting children, when they struggle to regulate their emotions. For example, staff help children to take turns and share. Children develop secure friendships and healthy relationships with other people as a result.

Leaders work closely with families to develop children's punctuality at the nursery. They promote regular attendance by supporting parents and carers to understand the importance of early education.

Children's welfare and wellbeing: Strong standard

Staff are unwavering in their support of children with challenges to their wellbeing. They work closely with parents and carers to identify any changes to children's circumstances. They gently consider how this may affect children's emotional security. Staff adapt routines to support these children's individual needs. For example, staff create individual plans to help children form healthy attachments, including those with barriers to their wellbeing. For example, when children need additional support to develop emotional regulation skills staff research and share specialist approaches tailored to individuals needs. All staff develop routines that help children to feel secure. For example, staff closely guide babies as they learn to walk and climb. Children develop a secure sense of personal safety, and staff teach children to express their needs.

Staff consistently develop routines to help children form healthy habits. Staff plan a wide variety of opportunities for children to learn outdoors, and promote positive attitudes to physical activity. Staff ensure that they adapt their routines and practice considering children's unique backgrounds. They build opportunities into the curriculum for children to celebrate their backgrounds. Children delight in sharing their uniqueness with others. For example, they celebrate their family and experiences beyond the nursery. All children thrive in an environment that helps them to feel valued and safe.

Leadership and governance: Expected standard

Leaders reflect on the nursery's strengths and areas for development. They work together to develop action plans to bring about improvement. For example, leaders are developing how staff share training with others. For example, by sharing consistent practice to engage children in shared reading across the different rooms. They aim to embed consistent approaches to developing children's attention and focus. Staff have secure levels of wellbeing because they feel valued. Leaders use supervision sessions thoughtfully and spend time evaluating staff development and identifying any challenges they are facing. This helps staff to carry out their roles effectively. Leaders consider the individual skills of staff when providing them with ongoing support. This helps staff to develop their knowledge and skills over time. Leaders use induction procedures that give staff confidence.

Leaders take steps to support children with special educational needs and/or disabilities. This includes ensuring that expert help is provided to children by a variety of professionals, supporting children's learning and wellbeing. For example, leaders have worked with nutrition specialists to develop how they teach children healthy habits. Leaders reflect on the impact their work has on children. They work closely with parents and carers to promote further learning at home.