Twinkle Stars Montessori Nursery

What is it like to attend this early years setting?

Children have formed strong bonds with the caring and friendly staff, who welcome them into the nursery. Their self-care and independence skills are demonstrated as soon as they enter, when they change their shoes, take off their coats and wash their hands by themselves. Children thoroughly engage in the experiences that staff provide for them. The ambitious curriculum has a clear focus on helping children learn key skills and knowledge needed for future learning.

There are a wide range of techniques that children independently use to manage their own behaviour and emotions. Children are very well behaved in the nursery and are respectful of each other and the rules of the nursery. For example, when two children both want a turn with the same toy they reach for the green timer and use this to negotiate when it is time to share. They happily wait their turn and carry on playing together.

Children are confident learners and take pride in their achievements. They demonstrate a strong sense of self-awareness. For instance, when a child wants someone to play with, they take the 'peace rose' to a group of children. Immediately, the children understand the importance of this gesture and offer to come and play with them. This supports all children to feel valued.

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

• The manager and staff are passionate about delivering a well-planned curriculum, which is based on the early years foundation stage and the Montessori method. Children build on their previous learning and regularly practise their skills. Staff have high expectations of the children and create opportunities to sequence and challenge children's learning. For example, children find some worms in the garden and staff build a wormery with them to expand their interest. Staff extend this activity indoors by providing natural habitats in the sensory tray and creative resources to make bugs.
• Children play cooperatively in this busy yet calm environment. Staff role model quiet voices and demonstrate how to chatter without disrupting others. Staff introduce a wide range of language as they interact with children using sentences, such as 'What do you intend to do next?' Children respond well to this and use this in their own play.
• Parents are very happy with all aspects of the nursery. Their children have made good progress since starting here, including learning how to share and play with other children. They comment that their children settle quickly due to the caring nature of the staff and they feel confident to leave their children here. They appreciate the regular feedback they receive on their children's day.
• Leaders and managers are reflective to meet the needs of the children in the nursery. They have clear aims for what they want children to achieve and effective strategies to implement these. The highly qualified staff team are given regular training opportunities for their ongoing professional development. The knowledge gained from these is welcomed by managers and implemented in practice to extend learning experiences for children.
• The support in place for children with special educational needs and/or disabilities (SEND) is excellent. The special educational needs coordinator understands the importance of early identification and intervention. The staff ensure that children with SEND get the support they need. Any additional funding is spent carefully on resources and staff to ensure all children make optimum progress. This means that children with SEND thrive at the nursery.
• The staff teach children to tidy up after they have finished playing with something. This becomes a natural part of the daily routine for all children and they generally respond well to this. However, at times, this constant reminder to tidy up can somewhat interrupt children's thoughts and play experiences and may not always be appropriate.
• The provider has failed to notify Ofsted of a change in director. Leaders acknowledge this was an oversight and they are now fully aware of their duty to notify Ofsted in the future. This oversight does not have any impact on children's safety.

What the setting must and should do next

The provider should:

• review and improve the organisation of tidy-up routines, so that children's learning and play experiences are not unnecessarily interrupted.