Townsend Montessori @ Herne Bay

Inclusion: Expected standard

Leaders and staff work closely with parents to consider how to meet the individual needs of all children. This includes children with special educational needs and/or disabilities. Staff know their key children very well. They make good use of their observations to help them identify if children have any gaps in their learning. Staff engage and build effective partnerships with other professionals to promote a collaborative approach. This means that strategies used with children are consistent and support children to make progress from their starting points. Where children are known to social care services, leaders share information, attend meetings and work with families to support children's ongoing wellbeing.

Leaders use additional funding well. They make sure that staff receive training to support children when needed. For example, some staff have attended an autism awareness course and know how to use simple sign language. This helps children to communicate alongside visual prompts and signs they use. Children build skills over time to close gaps in their learning. When children leave to start school, leaders work alongside children's new teachers. They visit the nursery so that staff can share information that will support a successful transition.

Curriculum and teaching: Expected standard

Leaders have established a broad and balanced curriculum through a range of experiences that they offer. Staff are confident to provide activities that are based on children's interests and what they need to learn next, across all areas of learning and development. For example, when children visit the beach with their family, staff sing songs about sea life creatures. They provide play dough for children to add teeth to the shark while encouraging them to count how many they are adding. Children show great focus as they practise removing them with tweezers. Staff extend children's learning successfully by incorporating their interests. This means that children remain focused and engaged in the activities on offer. However, at times, staff do not recognise and respond to children who are not joining in play. These children do not always receive focused interactions to support their learning.

There is a focus on providing children with many sensory experiences throughout the different rooms. Babies splash in water and scoop up toys with beakers. Older children explore the texture of shaving foam and giggle when they clap their hands and the foam lands on their heads. Staff introduce words such as cold, fluffy and soft to encourage the children to describe what they can feel. These activities help children to develop their communication and fine motor skills.

Achievement: Expected standard

Overall, children achieve well from their starting points. They form secure attachments with staff from the onset, which helps them to explore the environment with confidence. Most children make positive progress in their communication and language skills from a young age. Babies who make babbling sounds quickly develop into saying single words. Older children engage in meaningful conversations with staff. For example, children are excited to share that a bird landed near them while they played in the garden. Children use mathematical language as they play. They learn to count and start simple addition, such as one more and one less. Physical development is well supported by staff and the various professionals that come into the setting. Older children take part in weekly dance lessons. They learn to move their bodies in a range of ways. They develop their coordination and memory as they remember the dance sequences taught. Children develop the necessary skills needed to start school.

Behaviour, attitudes and establishing routines: Expected standard

Staff have developed warm bonds with children and are positive role models. Generally, children behave well and respond positively to familiar expectations and daily routines established in the setting. Babies become excited when the table is set for mealtimes. Older children wait patiently for a space to become available at the snack table. Staff take time at the beginning of each session to remind children of the rules and explain what they will be doing. This means that children can make choices about what they would like to do. Minor disputes between children are dealt with calmly and swiftly. Staff encourage children to share and take turns. Most children show high levels of concentration in their play. For example, they focus on balancing cups on a tray as they walk across the room. When staff interact with children, they extend their learning well.

Leaders have established relationships with parents and promote the importance of regular attendance. They monitor registers for any concerns and take appropriate action where needed. Leaders share information with parents online and in newsletters. This means that they understand the benefit of good attendance on children's learning and development.

Children's welfare and wellbeing: Expected standard

Leaders and staff create safe and welcoming environments for children and their families. This begins as soon as children start with settling-in sessions. Staff take time to learn about children so they can meet their specific needs. This helps them to create warm and nurturing attachments with children. Staff keep care routines consistent with home to help them feel safe and secure. Children learn some self-care skills. For example, they can take off their shoes and pour their own water. However, there are some inconsistencies between the different rooms. Staff do not always encourage children to try and have a go at things and teach them to do things for themselves. This means that children do not always fully practise their growing independence skills.

Staff support children to develop healthy lifestyles. Children access the exciting and inviting garden and forest school area every day. Children take part in football, rugby and yoga to promote their physical development. Children eat freshly cooked nutritious meals and snacks throughout the day. Catering staff speak to all families of children with allergies and food preferences to ensure they meet their dietary requirements. Staff cook with children and involve them in food preparation so that they build healthy habits for the future.

Leadership and governance: Expected standard

Leaders have a clear vision for the setting. They reflect on where areas can be improved and strive to enhance the setting for all children. For example, recently, leaders have focused on enhancing staff's knowledge about safeguarding. This includes working with the local authority when needed. Leaders collaborate with other early years settings so that they have an overview of any safeguarding concerns in their local community. This means they have secure knowledge of any issues that may impact the children in nursery. This shared approach means that leaders and staff put children's welfare and safety first. This has a positive impact on the care that children receive.

Parents feed back that their children are happy and settled at the nursery. They praise the attachments and strong bonds that their children have with staff. They say that staff are warm, caring and fully involved with the children. They also appreciate the nutritious food and wonderful outside space the nursery offers. Staff say that they feel well supported and enjoy working in the nursery. They have frequent supervisions, where they can discuss any concerns or training requirements. For example, staff have received training on safer eating and sleeping so they are confident to meet children's specific needs. However, leaders do not always recognise when staff need support to strengthen consistency in practice in the nursery and secure even better outcomes for all children, including those with special educational needs and/or disabilities.