The Itchen Valley Montessori

Inclusion: Expected standard

Leaders have taken swift action to ensure that children with special educational needs and/or disabilities (SEND) have their needs met. Leaders work closely with external agencies, such as the local authority inclusion team, to develop their professional knowledge and understanding of how to support children who face barriers to learning. This enables leaders to identify children who may need additional support and put appropriate strategies into place to support them. For example, leaders develop children's speech and language skills through using 'now and next' boards.

Leaders and staff use an 'assess, plan, review, do' cycle to monitor children's progress and to check that strategies in place are working as expected.

Children who face barriers to learning are now making progress in their learning and development. All staff now understand how to meet the needs of children with SEND and how to support their learning further.

Leaders recognise that children may face barriers to learning for a number of reasons and provide adaptations to ensure all children's needs are being met. For example, they recognise the financial burden of dressing up for particular celebrations and so ensure there are plenty of costumes available for children to use at the provision.

Leaders demonstrate an understanding of how to use additional funding to specifically support the individual child and their needs.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that uses Montessori principles to develop the skills they have identified that children need for life, such as independence and regulating their emotions. Children make typical progress in their learning and development, and staff regularly assess children's development to ensure they are making expected progress. Staff have an understanding of the curriculum and how to meet the needs of their key children; however, there are some inconsistencies in their knowledge of the overall aims for learning.

Staff explicitly develop children's mathematical skills. For example, they help children count the number of children at the snack table, and children confidently work out that they need one more biscuit to have enough for everyone.

Staff typically develop children's communication skills in ways that reflect the children's individual needs. For example, they repeat words back clearly to children to help develop their pronunciation as well as encouraging children to communicate through the use of picture boards. Children beam with delight when staff understand what they are trying to communicate. However, this is not yet fully consistent across staff. For example, on occasion, some staff do not give children time to respond to questions or engage them in meaningful conversations.

Children develop their physical skills as they take part in a range of activities in the garden, such as balancing and climbing on the climbing frame.

Achievement: Expected standard

Children, including those who face barriers to learning, make typical progress in their learning and development. This includes making progress with their communication skills from their individualised starting points. All children are able to share their thoughts, ideas and wants with staff in a range of ways, such as verbally or through picture cards. Children are well prepared for their next stage of learning.

Children develop their independence skills through everyday routines, such as pouring their own drinks at snack time. They also confidently put on their wellies and coats for outside play.

Children develop their mathematical skills as they play. For example, they take part in a game matching the correct quantity of spindles to the correct numeral. They beam with delight when they succeed. Children demonstrate a sense of self-confidence and high self-esteem.

Behaviour, attitudes and establishing routines: Expected standard

Staff now have high expectations for children's behaviour, including children who face barriers to learning, and ensure strategies for managing behaviour are implemented consistently. Staff make appropriate adaptations to ensure children's individual needs are considered in their expectations for their behaviour. Staff teach children about the impact of their behaviour. This includes teaching them about the positive aspects as well.

Children have a clear understanding of the behaviour expectations and routines of the provision. For example, they understand that they have 'quiet time' after lunch so sit happily reading to each other. However, staff are not yet fully consistent in teaching older children strategies to manage their behaviour for themselves. For example, at times, staff will solve problems for children or will end minor conflicts, such as over a toy, without giving children opportunities to develop their skills in handling these for themselves.

Children have secure attachments with their peers and staff. They are keen to engage with each other and join in with their play. For example, children create elaborate role play together.

Leaders support families to understand the importance of attendance in supporting children's learning and development.

Children's welfare and wellbeing: Expected standard

Children have strong bonds with their key person and use them for reassurance when needed, such as when they want a hug. Children develop an understanding of their emotions. Staff encourage children to select how they are feeling when they come into the provision. They talk this through with children and parents, particularly when children are undecided, which helps children develop a sense of each feeling and what it means.

Staff have developed their approach to children's health and hygiene. As a result, children's faces, hands and noses are regularly kept clean throughout the day. Children also learn to manage their own hygiene needs. For example, they learn to wipe their own faces after lunch, using wipes and a mirror.

Staff adapt routines and care practices to meet the needs of individual children. For example, although children typically do not take naps at this provision due to their age, staff support children as they fall asleep to make sure they feel safe and settled.

Staff teach children to keep themselves safe as they take risks in their play. For example, staff remind children about checking the ground is clear before spinning down the fireman's pole while playing in the garden.

Leadership and governance: Expected standard

Leaders have taken significant action following a welfare requirements notice being issued at the last visit. They have improved the safeguarding knowledge of themselves and their team. Staff now implement robust risk assessments and ensure they deploy themselves effectively to meet children's needs. For example, they ensure that there is a member of staff at the climbing frame before children start to use it to help reduce the risk of accidents.

Leaders have taken action to ensure that staff-to-child ratios are consistently met and that staff understand their role in ensuring ratios are met. Leaders have worked closely with staff to ensure that children who have special educational needs and/or disabilities now have their needs met well and that they make expected progress in their development. Leaders have also changed their behaviour management approach to ensure all staff have high expectations for children's behaviour and understand how to support children with this.

Leaders ensure that staff have undertaken relevant professional development training to help meet the needs of children. For example, staff have recently attended training on managing children's behaviour. Leaders recognise that taking part in this training benefits practice and helps drive improvement forward.

Leaders manage staff's wellbeing and workload well. This includes regular check-ins with staff about their wellbeing and offering support where needed.