The Beachside Montessori Nursery

What is it like to attend this early years setting?

Friendly staff greet children warmly with bright smiles and nurturing cuddles. Children build close relationships with staff as they begin meaningful conversations with them. This helps children to feel safe and secure. Young children settle quickly. Staff reassure them and support them to get involved with activities. They read books together and staff encourage them to play alongside new friends. Staff model how to play kindly with one another. They talk to children about the importance of sharing and taking turns as they happily play with building blocks.

Young children play joyfully in the garden. Staff engage closely with them and support them to gain new learning. Children happily explore with water. Staff provide them with words such as 'mix' and 'stir' as they add water and petals in small jugs. Furthermore, children giggle with joy as they stretch between stepping stones. Staff support them and encourage them to think about how to use their bodies in different ways. Staff also offer children praise for their achievements as they learn to successfully balance and jump. Children play with excitement as they develop new physical skills.

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

• Leaders create an ambitious curriculum. They intend for all children to engage in learning that prepares them with the skills they need for their future education. For example, leaders consider what children know and can do to precisely identify where there may be gaps in their knowledge. Staff then prepare enriching experiences, such as beach trips and cooking foods in the setting. Through this, all children have the opportunity to engage in a broad range of activities.
• Staff understand how to plan for children's learning. They work together to make regular assessments of children's stage of development. Where children have special educational needs and/or disabilities, staff work with other professionals. For example, they liaise with speech and language therapists to work collaboratively to implement effective plans. They work together so that children consistently benefit from a shared approach to their education and care.
• Staff provide activities for older children that, overall, are well planned. However, staff do not consistently recognise how to use teaching strategies that promote children's focus and attention. This means that, at times, children move quickly between activities and become disengaged with learning experiences.
• Children have their care needs met sensitively and respectfully. Staff kindly ask children if they can change their nappies. Children respond positively and staff use the experience to have one-to-one conversations with children. Staff offer positive conversations about toilet training to increase children's confidence. Through practice such as this, children's emotional security is supported well.
• Leaders prioritise staff training. They ensure that all staff regularly engage with purposeful supervision sessions. Staff speak positively about the targeted training they receive and the support they have for their well-being. For example, staff undertake training to increase their knowledge of how to enhance the physical development curriculum. Through this focused professional development, the standard of teaching delivered to children is increased.
• Parents provide positive feedback about the setting. They explain how their child's key person communicates with them regularly. Staff work closely with families to provide suggestions for how learning can be extended at home. Staff also provide resource bags available for parents. These are designed for families to take home to support them with learning about oral hygiene and healthy eating, for instance. Parent partnerships are strong.
• The provider has not informed Ofsted about individuals with significant involvement in the business. This means Ofsted has not been able to carry out the required suitability checks. However, these individuals do not have any contact with children and are not involved with recruitment or operational decisions. Therefore, to date, there is no significant impact on children.

What the setting must and should do next

The provider must:

• provide Ofsted with the necessary information so that required suitability checks can be carried out. (by 24 October 2025)

The provider should:

• use effective teaching strategies to promote children's attention and focus during activities.