The Robin Montessori

What is it like to attend this early years setting?

Older children separate from their carers well and are eager to start their play. Younger children new to the setting are supported very well by staff to settle and feel comfortable in their new surroundings. Staff interact well with older children as they explore differences between islands and lakes and enjoy finding the nursery on digital maps. Younger children enjoy playing with 'real life' items in the kitchen role play area. During other activities on offer, they talk about what they can smell as they use the grinder to grind coffee beans. This develops their small-muscle skills as they are learning about the world around them. Children show happiness in all areas of their play and care. The impact of the curriculum is clear. Children make good progress in their learning and are ready for their next steps in education.

Staff have high overall expectations for all children. They work towards their ethos of supporting children to become happy, independent, confident and caring. This supports children to develop sound values for later in life. Children behave well, tidy up their toys and share with their friends. Staff provide a warm and caring environment, where children feel content and secure. Children spontaneously approach staff for hugs and cuddle up contentedly, sharing their 'family' book when they feel upset and unsure.

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

• The management team has an ambitious vision for children's learning and development. The staff team has created a curriculum that balances effectively the Montessori approach alongside the seven areas of learning in the early years foundation stage. Staff share this vision and promote it well in their practice. They demonstrate a clear understanding of how both approaches complement each other. This means that all children are well prepared for the next stages of their learning, including the eventual move on to school.
• Staff provide children with a variety of activities, which they are eager to join in with. Overall, staff deliver good interactions with children, who make steady progress from their starting points. However, staff do not consistently communicate with each other where they are needed to best support children, particularly during changes in routines and during outdoor focus activities. Therefore, some children are unsure of what is happening, and others do not fully benefit from the learning on offer.
• Children demonstrate their natural curiosity and are excited by learning. They are fascinated by nature, particularly sowing seeds. Children learn about the different things a seed needs to grow and eagerly talk about the tomato plants they were growing over the summer. This supports their understanding of the world around them.
• Children develop good language skills. Staff communicate regularly with children and help them to expand their vocabulary. They introduce new words and explain their meaning to extend children's understanding. Children learn to repeat phrases as they join an engaging story time, use new words and confidently ask questions. Children who speak English as an additional language are helped to make connections in their learning. For instance, staff use a variety of resources, and many staff join conversations in children's home language to support them to settle and feel comfortable at nursery.
• The garden provides an engaging space for children to explore and be curious. They enthusiastically run outside when the doors open and become immersed in the available activities. Children access open-ended resources that encourage them to use their imaginations and be creative.
• Parents speak highly of the nursery. They report that their children are supported very well to settle into nursery life and that there is good communication from the staff. Parents are kept well informed about their children's learning and day at nursery. Many comment that the support is helpful, as children who are new to the nursery are regularly happy when being collected after being dropped off upset. Parents enjoy receiving information that will support their children's learning at home.
• Self-evaluation is successful. The manager considers the views of staff, children and parents when making improvements to the setting and curriculum. She regularly seeks the views of parents for suggestions to improve.

What the setting must and should do next

The provider should:

• improve staff deployment to help support children more effectively.