Twinkle Stars Montessori Nursery

Inclusion: Expected standard

Staff and leaders are experienced and, overall, hold high expectations for all children. They use effective systems to identify children's emerging needs promptly. This includes thorough transition meetings with parents and carers and accurate and ongoing assessments. Staff adapt activities and educational programmes to ensure that they typically meet children's needs quickly and effectively.

Staff and leaders demonstrate an appropriate understanding of how to assess children's needs and provide targeted support. They attend regular meetings and take part in focused training to continually strengthen their knowledge and practice. Children with special educational needs and/or disabilities benefit from well-planned intervention strategies that are regularly implemented. For example, staff adapt the environment and plan specific activities to support children who require additional help in developing their gross motor skills, balance and coordination.

Staff and leaders closely monitor children's progress, offering extra attention to those children that require additional support. They make effective use of additional funding to enhance their provision and practice to improve outcomes. Leaders work very closely with parents and professionals, such as inclusion partners. As this continues to develop, staff receive an appropriate level of support and training. This ensures that children benefit from timely and coordinated support to help remove barriers to learning from the outset.

Curriculum and teaching: Expected standard

Leaders have a clear vision for what they want children to learn. They have designed an inclusive curriculum that, overall, supports all areas of development. The curriculum typically focuses on equipping children with the essential skills and knowledge needed to prepare them for the next stage of their education. Staff carry out regular observations and assessments, using this information to plan purposeful next steps in children's learning. However, there are occasions when staff do not consistently extend children's learning opportunities. For example, when children listen to a story about a cat, staff do not consistently encourage all children to develop their vocabulary. This does not further strengthen children's communication and language skills.

Children enjoy engaging in activities that support their mathematical understanding. Staff model and explain how to sort resources to match numerals. Children respond with secure levels of concentration and perseverance as they count wooden blocks accurately. In addition, staff encourage children to use magnetic blocks to build their own structures, while reinforcing their understanding of colours and shapes. To further support children's cognitive development, leaders provide regular opportunities for children to learn another language. Children follow instructions attentively and show enthusiasm as they attempt to repeat Spanish words.

Staff promote children's emotional development effectively. For example, babies benefit from warm, comforting and nurturing interactions. This helps them to feel secure and confident to explore their environment independently. Staff also support children's physical development and overall wellbeing by providing regular opportunities for outdoor experiences, such as walks and outings. This contributes to the development of their gross motor skills.

Achievement: Expected standard

Overall, children make progress from their starting points across all areas of learning. Any gaps in development are steadily closing. However, there are times when children's learning is not consistently extended. This limits the progress some children make over time.

Children develop the key skills needed to move confidently from one stage of education to the next. Children with special educational needs and/or disabilities, as well as children facing other barriers to learning, also make steady progress and meet their targeted next steps in a timely manner. For example, children confidently count in sequence and accurately name colours and shapes. They strengthen their fine motor skills and dexterity through exploring a range of mark-making tools. Children gain a clear understanding of concepts, such as colour mixing, when experimenting with paint.

Children show a growing interest in books, independently and in groups. This supports the development of their early reading skills. Children confidently point to favourite characters and make meaningful connections to their own experiences, such as talking about their pets at home.

Babies benefit from rich sensory experiences, such as exploring gloop. They develop an understanding of actions, such as 'scooping' and 'filling'. Children also build their concentration as they engage with resources, such as sequin boards. They use their hands to explore and observe the cause and effect of their actions.

Behaviour, attitudes and establishing routines: Expected standard

Staff and leaders maintain high expectations for every child. They foster warm and nurturing relationships. This creates a calm and purposeful environment, where children remain engaged in their learning and play. Staff support children to understand and confidently follow daily routines, helping to promote a sense of security and belonging. However, at times, transitions between routines are not consistently smooth or well organised. This results in unnecessary waiting times for children. For example, children spend extended periods waiting when lining up for outdoor play or preparing for mealtimes. These delays result in children becoming disengaged, restless or less focused.

Staff and leaders model positive behaviour effectively. They communicate expectations and boundaries clearly, using language that is appropriate to children's ages and stages of development. As a result, children generally behave well. Staff respond promptly and sensitively to any difficulties, such as when children need support to share resources.

Staff gently guide children to take turns and share with their peers, encouraging collaboration to strengthen social relationships. For example, children receive support to work together to build large structures using magnetic blocks. They show consideration for one another and demonstrate a sense of pride and excitement in their shared achievements.

Leaders have effective systems in place to monitor children's attendance, including conducting home visits when necessary. They work closely with parents and carers to establish and maintain positive and consistent routines. This supports effective attendance and punctuality.

Children's welfare and wellbeing: Needs attention

While leaders recognise the importance of promoting children's understanding of how to stay safe and healthy, this is not yet embedded consistently in practice. For example, staff do not use mealtimes consistently as opportunities to enhance children's social skills or to develop their understanding of healthy lifestyles. In addition, during walks and outings, staff do not consistently teach children about how to stay safe, such as developing their awareness of road safety.

Nevertheless, staff and leaders create a warm and welcoming environment where children feel secure, valued and able to thrive. Children confidently explore the setting, moving between different areas of learning with curiosity and independence. They also benefit from regular walks and outings, which contribute positively to their overall wellbeing.

Staff provide meaningful opportunities for children to develop independence and physical skills. For example, children receive encouragement to put on their coats and shoes independently and to wash their hands before mealtimes. Babies benefit from a calm and nurturing environment where they can rest peacefully. Staff demonstrate a clear understanding of safe sleep practices and carry out regular checks to ensure children's safety.

Warm and trusting relationships between staff and children are clearly evident. Staff support children to recognise and express their feelings, offering reassurance and guidance when needed. As a result, children develop confidence and an adequate sense of emotional wellbeing.

Leadership and governance: Needs attention

Leaders understand the importance of providing regular, relevant and targeted professional development to enable staff to carry out their roles effectively. However, this is not yet consistently embedded in practice to fully maximise children's outcomes. Leaders have a clear understanding of the setting's strengths and priorities for development. They are ambitious and work relentlessly to provide children with the best possible start to their early education. However, their plans for improvement are not yet embedded in practice, such as developing staff's knowledge and practice.

Leaders place a high emphasis on staff wellbeing and professional development. Staff generally benefit from regular supervision meetings, team discussions and access to training opportunities. For example, some staff undertake specialised training to deepen their knowledge and understanding of how to support children with special educational needs and/or disabilities. This helps to improve outcomes for these children.

Leaders highlight that they establish positive and effective partnerships with parents and carers and the wider community. They organise inclusive events within the setting, giving parents meaningful opportunities to understand their child's experiences. In addition, leaders work collaboratively with parents. They offer guidance and support to help them become more involved in their child's learning at home. As a result, this proactive and inclusive approach helps to ensure that all children, including those facing barriers to learning, receive appropriate support and make progress.