The Village Montessori Nursery School

What is it like to attend this early years setting?

Children arrive happily, and eagerly leave their parents to explore the nursery. They are greeted with a warm welcome by all staff, who engage with children in a nurturing and friendly manner. Babies readily approach key persons for cuddles and comfort, when they need reassurance. Older children invite staff to join in with their play. Children behave well. They are kind and considerate towards each other and know how to share and take turns.

Children are highly motivated, inquisitive investigators. For example, pre-school children carry out experiments. They carefully use the pipettes to drip oil into test tubes filled with water and are fascinated when the oil floats to the top. They decide they want to change the colour of the water and take advantage of being able to learn through their own trial and error. Staff take time talking to babies and encouraging them to respond with babbles and words. Children enjoy sharing books with staff and listening to stories. Discussions about the books help children to remember and understand the story. Pre-school children learn that books are informative, for instance, to help them learn more about planets. They also learn how to nurture and care for the tomato and strawberry plants as well as living creatures, such as Rusty and Jewel the guinea pigs. This helps children to develop empathy and a sense of responsibility.

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

• Since the last inspection, leaders have addressed the actions raised to improve the quality of the childcare and learning. They are clear about the intent of the curriculum, which is shared with the staff team. Staff consider how children learn best and this is used to plan activities that engage the children well. They have attended further safeguarding training to strengthen their knowledge in this area.
• The key-person system is effective, and staff have a good knowledge of their key children and how to support their learning and development. They know their key child's starting points and plan pertinent next steps that are unique to each child's learning needs. Children with special educational needs and/or disabilities are supported and fully included in the planned activities. Children are encouraged to explore every activity provided and staff work hard to ensure that every child fulfils their learning potential.
• Leaders ensure that children receive any additional funding that they are entitled to. However, they do not seek parents' views on how the early years pupil premium could be best spent, to promote the best possible progress for their children.
• Staff provide encouragement and opportunities for children to develop speaking skills. They use open-ended questions and talk to children about what they are doing. However, very occasionally the pace at which staff give information during play and activities is occasionally too fast for some children to consider, develop and express their own emerging ideas.
• Staff provide engaging opportunities for children to practise their mark making and develop early writing skills. For example, young children make marks in foam while older children are starting to form some recognisable letters and numbers. These skills help to prepare children for their next stages of learning.
• Children's health and hygiene is given high priority. They eat healthy snacks and meals, and with staff guidance are encouraged to make healthy choices about the food they eat. Children independently use the toilet, wash their hands, and serve their own drinks during mealtimes. They demonstrate their eagerness to participate in activities that help develop their physical skills. For example, they are keen to show how they use the finger grips, and the rope to pull themselves up to the top of the climbing frame.
• Parent partnerships are strong. They enthuse about how happy their children are and speak highly of the manager and staff. Parents report that they appreciate the 'home-from-home' environment and how staff 'know their children well'. Staff keep parents well informed about their child's learning, development and areas that need additional support.
• Leaders are committed to ensuring that staff are happy and feel supported in their roles. Staff benefit from regular team meetings and one-to-one supervision. Staff training is actively encouraged, so that staff can build on their skills, which improves outcomes for children.

What the setting must and should do next

The provider should:

• give children more opportunity to think about and consolidate the information given by staff during some activities, taking account of their need to think about and share their responses and ideas
• involve parents in decisions about how the early years pupil premium funding for their children is spent.