The Children's House Montessori Nursery

What is it like to attend this early years setting?

Children arrive happy and soon settle at the nursery. Staff plan the environment well so that children are eager to explore and start learning. Children work together well to complete a task, solving problems and extending their ideas. For example, they use bamboo pipes to transport water. They try just one pipe against the climbing frame and use words such as 'steep' as they construct. The children find their own equipment, and older children make suggestions to the younger ones, so they learn from each other. Children then add additional pipes, extending their ideas and the construction. They work out how to join the pipes so that the water flows. Staff provide good support, so the less confident children soon believe in their own ability and are proud of their achievements. Staff use everyday routines to support children's mathematical development. For example, they put out too many chairs or too few napkins at snack time and ask children if they have enough and how many they need to add or remove.

Parents no longer bring their children into the nursery, as they did before the COVID-19 pandemic. However, parents confirm that their children settle quicker and that staff speak to them daily to provide consistent care for their children. Parents comment that they have noticed a positive difference in their children's speaking skills and in their confidence since attending the nursery.

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

• Staff have a good understanding of what the children can do and what they need to learn next. They plan the environment well and follow children's lead, extending their thinking and language skills. For example, as children notice water falling to the ground, staff explain about gravity. Staff provide successful support to help develop children's language and communication skills. For example, they encourage children to recall familiar stories, and children develop their own ideas, such as suggesting swimming or using stepping stones to cross the river. Staff pause so that children join in with the words. They narrate children's play and repeat young children's attempts at words back to them so that they hear the correct pronunciation.
• Children are active learners and demonstrate good control using equipment. They use the climbing frame confidently and can suck up water in a syringe. Staff join in with child-led activities, providing good role models for learning. For example, they listen intently and ask good open-ended questions as children make up stories or games. However, on occasions, although other children join in, staff do not ensure that all children get to ask what they want to know or are challenged sufficiently.
• Staff consistently support children in understanding their emotions. Children are beginning to self-regulate their behaviour, and staff use timers and visual aids to support them. Children enjoy their learning and concentrate in group activities. They listen to staff's instructions and help to take care of the environment. Children are becoming increasingly independent throughout their daily routines. For example, they butter bread and pour drinks. Older children manage their personal needs and proudly demonstrate how they can put on their coat.
• Staff provide effective support to help children become good citizens. For example, children learn to share and they vote on activities or which book to read, willingly waiting their turn. Children are developing a positive awareness of other people's differences and celebrate each other's achievements. Staff make good use of books, routines and games to help children understand about healthy practices. They regularly remind children to rehydrate.
• Parents are very positive about the provision. Staff seek their feedback and parents are able to have face-to-face parents' evenings again. Parents confirm that staff share good information with them so they can provide consistent care. However, although parents know what their children's next steps are, they are not always certain how to support their children's learning at home.
• The manager is new to leadership and is being supported effectively by the owner and her deputy. She provides staff with regular support and opportunities to discuss good practice. Through self-evaluation, she is currently focusing on improving outdoor activities to provide more appropriate risk to challenge children's learning further. The special educational needs coordinator has a strong knowledge of her role and works well with outside agencies. She understands how to support individual children successfully to help ensure they make good progress in an inclusive provision.

What the setting must and should do next

The provider should:

• focus staff training on supporting the less confident children to ask what they want to know and on challenging older children more
• provide parents with more specific information on how to support their children's learning at home.