Sunshine Montessori Pre-School

What is it like to attend this early years setting?

Children are happy and they arrive to a warm welcome. Practitioners lead them into the inviting pre-school that parents say is safe and stimulating for their children. The effective key-worker system supports trusting relationships that are built between children and practitioners.

Leaders have a clear vision. They implement a curriculum that considers all children and challenges their learning. For example, children post dinosaurs into a bottle then fill it with water. Practitioners prompt mathematical concepts and children think about the size of dinosaur that will fit inside and float. Children are encouraged to take managed risks and pull themselves onto the climbing frame. Practitioners offer a hand to steady children on wobble boards.

Children are confident. They share their achievements. For example, they demonstrate pride when following instructions to build shapes. Practitioners praise their efforts. This boosts children's self-esteem. Strategies are implemented to support good behaviour. Children are kind to their peers. Older children share resources with younger children. They join in with their play. Practitioners engage children in enthusiastic storytelling. Children exercise their learned knowledge. For example, they recognise numbers before they count dinosaurs in the book. Practitioners sensitively support children, who are overwhelmed by the excitement the story brings. Children's opinions matter. For example, they vote for their favourite character and practitioners explain about individual choice.

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

• Leaders are passionate in ensuring they deliver an ambitious curriculum. They frequently reflect on the provision to ensure children are accessing all areas of learning. Children are engrossed in activities and lead their own learning. They are gently supported by practitioners who are close by. For example a plane spotted overhead leads into a discussion around airports and travel. Practitioners make good overall use of assessment to track children's learning. However they do not consistently build on this information when planning how to support children's next steps in learning, to further target their individual development.
• Parents speak highly of the pre-school. They comment on how happy children are and the caring relationships between practitioners and children. Parents note the efforts leaders go to in providing a pre-school that considers each child. Practitioners supply ideas for parents to continue supporting children's learning at home. Parents comment on the good progress their children make. Consistent updates give an insight into their child's daily learning. Termly parent sessions provide in-depth information on development.
• Good partnerships are formed with professionals, also known to children.
• Leaders work closely with professionals to identify children's needs. Opportunities to secure support and funding is successfully achieved. Individual plans provide a curriculum with purposeful learning and enables children with special educational needs and/or disabilities (SEND) to reach the best outcomes.
• Leaders are enthusiastic. They develop a working environment, where practitioners feel valued. Regular supervision sessions consider practitioner's well-being. They set targets to develop their practice. Training opportunities are frequently accessed. This ensures practitioners continually update their knowledge. Leaders encourage practitioners to take on responsibilities. For example, they plan and lead regular communication and language sessions. This drives their desire for successful results.
• Practitioners are keen to promote independence. Children wash their hands before meal times. They open their snack and packed lunch from home. Children are encouraged to pour their own drinks. Practitioners support children through personal care. For example, children bring potties from home for continuity. Children have lots of opportunities for physical exercise. They stop for drinks and rest. Staff talk to children about food choices. However, they do not expand their learning further to teach children about the benefit of making healthy choices.
• There is a strong focus on communication. Practitioners talk about what children are doing as they play. They provide time for children to think before answering. Speech and sound sessions develop children's language skills. Songs and games focus on pronunciation. Practitioners assess children's understanding. They provide activities to blend sounds when children are ready.
• The setting has a smooth settling-in process. Parents are provided time to settle children. Practitioners gather information on children to gain an understanding of them. For example they discuss likes and dislikes with parents. Regular updates enable the setting to support children's cultural capital through meaningful activities. Leaders promote a self-correction ethos. This is evident through children's calm behaviour and engagement.

What the setting must and should do next

The provider should:

• seize opportunities, such as snack time, to teach children about the benefits of living a healthy lifestyle
• ensure practitioners make effective use of planned next steps to target children's individual learning.