The Montessori Children's House

What is it like to attend this early years setting?

The manager has supported the team to progress since the last inspection. Staff have undertaken training to improve their knowledge and new strategies have been put in place to manage children's behaviour. Staff feel well supported by the manager to fulfil their role. Children are excited to come to the nursery and are warmly welcomed by staff. They settle quickly and part from their parents with confidence. Children are friendly and play well together. They share their ideas and help each other try new things. For example, one child demonstrates how to stretch the slime thin with two fingers and another child copies. Children explore the indoor and outdoor environment and choose their own activities. Staff encourage them to lead their own learning by using a wide range of resources that give them opportunities to practise new skills, such as using scissors to cut paper and using templates to gain pencil control.

The curriculum has been strengthened to provide suitable challenge for all children. The resources are well sequenced to help children build on their current skills and gain confidence in their abilities. Staff are ambitious for children and plan opportunities that will prepare them well for school. All children, including those with special educational needs and/or disabilities (SEND), make good progress. The manager has supported the team to progress since the last inspection. Staff have undertaken training to improve their knowledge and new strategies have been put in place to manage children's behaviour. Staff feel well supported by the manager to fulfil their role.

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

• Staff help children learn to follow rules and respect their environment. For example, when a child finishes playing with the bubble-making tray, staff remind her to put it back on the shelf for the next person. Children are kind and respectful of each other. They say, 'please' and 'thank you' and learn to wait patiently for a turn on a favourite bike.
• Children learn to be independent. Staff teach them how to put on their coats and shoes and to wash up their own plates. Small groups of children help prepare fruit snacks for everyone. Staff use these opportunities to talk to children about their likes, dislikes and personal preferences. Children bring their own lunches and enjoy talking about and comparing their food. At times, the preparation of snacks and meals is slow, meaning some children become frustrated and impatient. The manager has identified that this is an area where they can improve.
• Support for communication and language is good. Staff engage children in conversations about their play and add new words to extend their vocabulary. They adapt their interactions to support children appropriately. For example, they use simple words, gestures and props with children who speak English as an additional language and sensitively encourage them to name objects and colours. Children enjoy joining in with songs and rhymes and share their favourites books with adults. However, when these activities take place in large groups, some younger children find it difficult to participate, which means they do not benefit from the activity as much as they could.
• Staff teach children to keep themselves safe. They remind them to take their time when using the climbing frame outdoors and involve them in mopping up spilled water. Children talk about washing their hands, so they are 'nice and clean' before they sit down for lunch.
• Children with SEND are well supported. Staff liaise with other professionals and parents to understand their individual needs. Care plans are carefully planned and shared with the whole staff team.
• Parents are very happy with the care their children receive at the setting. They report strong relationships between staff and children and feel their children are happy and enjoy attending. Parents of children with SEND feel well supported by the staff. Staff share general tips with parents to support learning at home. However, some parents would benefit from ideas that are specific to their child's individual learning.
• The manager is clear in her aims to provide inclusive provision for all children. She encourages parents to join in with nursery celebrations and share food, music and songs from their home cultures. Her relationships with other local services, such as the local schools, mean children receive a consistent approach to their learning between settings.

What the setting must and should do next

The provider should:

• review and improve routines to minimise children's waiting times
• monitor large-group sessions to ensure they meet the needs of all children
• provide more specific information for parents to support their children's learning at home.