Tiny Crickets Montessori Nursery

What is it like to attend this early years setting?

Leaders have worked persistently to make significant improvements since the last inspection. They have worked closely with local authority advisers to review the practice across the nursery and have taken action to improve experiences for children. Leaders are reflective and conscientious. A recently completed extension to the building has provided further space and opportunities for children. Leaders have thoroughly considered the best way to use this space so that children receive the best possible opportunities for learning.

Leaders have devised and implemented a sequenced curriculum that supports children to build on their existing skills. For example, younger children learn the names of animals and the noises they make, whereas older children learn about the more complex features of animals, such as having long necks and different markings. Children follow routines well and become increasingly confident and independent. Staff are good role models and help children to understand how to be kind to their friends and play together. This helps children to make friendships and show care and empathy to one another. Leaders and staff provide comfort and reassurance to children who are new to the nursery. Children develop strong attachments with staff and are happy and settled. Staff consider the individual needs of all children so that they make good progress in their learning and development.

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

• Staff fully understand the curriculum and implement this into their planning and teaching. They know children well, and incorporate their interests into the activities they offer. Children are motivated to learn and engaged in the activities staff provide. Staff are skilled at capturing children's attention, which helps to maintain their interest. As a result, children develop their concentration skills and learn to be curious.
• Babies enjoy exploring different materials. They use their senses to feel and taste food items that staff use in activities. For example, staff create an environment for toy animals in a tray using cereal as hay. They model to children how animals eat this and pour cereal into containers. However, staff do not always consider the hygiene implications of the way babies explore materials. Babies put cereal in their mouths from the tray and then continue to play with the animals. This increases the risk of cross-contamination and illness. That said, during mealtimes, staff do ensure children follow suitable hygiene routines.
• Children are exposed to a language-rich environment. Staff continuously talk to them about what they are doing. They introduce new words to children and, as a result, children make progress in their communication and language development. Staff ask children questions, which helps children to develop their own thinking. There are times, however, when staff ask questions in quick succession and do not give children time to process the information and provide an answer.
• Children are provided with healthy meals. Staff ensure that children benefit from nutritious meals containing fruit and vegetables. An area in the garden has been created for growing some foods. Children witness it growing, being picked and finally being used to make meals for them.
• Staff feel supported in the nursery. Leaders make staff well-being a priority, which helps staff to feel happy in their roles. Staff are keen to learn new knowledge and skills and access regular training. Leaders identify where staff need further support and seek out professional development opportunities for them. Leaders then monitor the impact this training has on the experiences offered to children. Consequently, children experience an environment that is continuously improving.
• Leaders and staff have a good knowledge of how to support children with special educational needs and/or disabilities (SEND). They use their observations and assessments to identify any delays in children's development and work closely with parents and other agencies to ensure children receive the support they need.
• Parents and carers comment positively about the care their children receive. They appreciate the use of an app to update them about what their children have been doing. Parents comment that staff are friendly and children make progress. They receive ideas of how to support children's learning at home and feel listened to as parents.

What the setting must and should do next

The provider should:

• support staff in the baby room to implement hygiene routines consistently, specifically when using food in play activities for children
• support all staff to develop children's communication even further by giving them time to process and answer questions.