The De Lacey Montessori School

What is it like to attend this early years setting?

Children are quick to settle into the nursery. When children begin their learning journey with the nursery, staff spend time with the parents to learn about their family. For example, they ask questions about their experiences during the COVID- 19 pandemic and gather family photos for the nursery's family tree. Children are confident with the routine of the setting. Staff use visual timetables and cues to share what is happening now and next. This provides a secure foundation for future learning.

Children build strong relationships. Children are confident to express their feelings to staff and their friends. In the garden, children support each other to use the balance beams. They hold hands and praise each other as they successfully balance and walk along. Consequently, children are confident as they explore their environment together. Children are building social skills to develop their future friendships.

Children are developing their independence skills. At snack time, children cut their own fruit. Throughout the day, children attend to their toileting needs by themselves. Children are managing their personal needs independently.

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

• Leaders have developed a curriculum that puts children's needs at the centre. Staff carry out assessments on children during their first few months at the setting. Leaders spend time reviewing and comparing these assessments. They recognise children need more support in developing their social and emotional skills, as well as communication and language following the COVID-19 pandemic. Consequently, staff teach new knowledge and skills that are appropriate to the stage of children.
• Children develop a range of vocabulary. During a group activity, children engage with their peers and share previous learning as they explore dinosaurs and an erupting volcano. Staff pronounce and explain new words to children, such as 'extinct', which children then use independently. This helps children to become confident speakers.
• Staff engage children in conversation during play and within routines. Staff describe shapes and sizes of objects. Children build on their mathematical language and develop an early interest in numbers.
• Staff adapt language and their approach to involve all children. Staff use different techniques to gain the attention of children who need additional support. For example, staff use different actions and know the importance of eye contact before they communicate what is happening next. This means all children feel included and have access to learning.
• Staff provide opportunities for children to keep healthy while they are at nursery, such as being physical outdoors as children wave ribbons and march around the garden. Children practise toothbrushing on animals, and they eat healthy foods at mealtimes. Leaders role model ways to explain to children how to keep themselves healthy and why, but this is not always considered by staff when teaching. As a result, not all children consistently learn about the benefits of healthy lifestyles to help encourage them to make healthy lifestyle choices independently.
• Parents comment they are happy with the individualised support their child receives. Staff spend time with the parents at the beginning and end of the child's day. They know the progress that their child is making. Staff share what parents can do at home to extend learning through their online app. Families and staff quickly develop strong relationships.
• Leaders are clear on the strengths of the nursery and their staff. Leaders provide a range of professional development opportunities as a staff team. Staff attend training based on the developmental needs of children. All staff have attended 'Let's talk together' training. Leaders explain that this supports staff practice in communication and language development.
• Leaders have clear procedures in place on how they intend to monitor staff practice, such as peer-on-peer observations and team meetings following training. However, leaders do not always identify where staff may need ongoing individual support. This means some staff do not develop their teaching skills as quickly as others to help maintain a consistent high-quality education for children.
• Children are well behaved. Throughout the day, staff role model good behaviour to children and praise their positive behaviour and achievements. For example, at mealtimes, staff sit with children and demonstrate how to sit at the table and take turns to self-serve. Children are learning behavioural expectations through positive interactions.

What the setting must and should do next

The provider should:

• develop staff teaching to deepen children's understanding about what actions are important to maintain a healthy lifestyle and why
• provide staff with precise professional development that is tailored to their individual needs.