Unique Child Montessori Nursery

Inclusion: Expected standard

Leaders identify children who may need extra help and work closely with parents and outside professionals to make sure support is in place early. Staff observe children carefully and use what they notice, along with simple assessments, to plan next steps that help children make progress, especially in speaking, independence, and social skills. They adapt activities and daily routines so all children can join in, using approaches such as simple language, signs, visual prompts, and step-by-step guidance. Leaders also use additional funding to provide resources such as sensory equipment and adapted tools, and they make sure staff receive training to support children with special educational needs and/or disabilities. This helps children take part in activities and build their skills over time.

Leaders also work with other professionals, such as speech and language therapists, and local specialists, to support children who need extra help. Where children are known to social care services, leaders share information, attend meetings, and work with families to support children's wellbeing and stability at home and in the setting.

Children who speak English as an additional language are welcomed through books, songs, pictures, and activities that reflect their home cultures and languages. Staff use visual support and simple instructions to help children understand and join in. However, staff do not always find out key words from children's home languages, which means support for communication is not always consistent.

Curriculum and teaching: Expected standard

Leaders prioritise children learning about the world around them through practical, hands-on experiences that build curiosity and understanding. The curriculum enables children to explore living things, natural materials, and everyday objects in ways that are meaningful to them, with staff responding to what children show interest in during play and building on this through their interactions.

Children develop communication as staff talk with them about what they are doing and introduce new vocabulary linked to their experiences. For example, in real fruit and vegetable role play, staff encourage children to name items, talk about textures, and describe what they can see and smell, helping them connect words to real objects. Early mathematical skills are developed through practical experiences across the setting. For example, children count the playdough worms, talk about how many they have made, and move objects into containers while using language such as 'more' and 'less'. They also explore size and quantity when filling buckets with sand, soil, or water.

Children's strength and balance are developed through a range of active experiences that support coordination and control. For example, children dig, scoop, pour, and use tools such as scissors and pipettes, building strength and physical confidence. Staff generally adapt interactions and resources so that children with different starting points, including those with special educational needs and/or disabilities and those learning English as an additional language, can participate and access learning alongside their peers.

Achievement: Expected standard

Children make progress from their starting points across areas of learning. They become more confident in exploring the environment and taking part in activities, with children increasingly able to follow routines and engage in adult-led and child-initiated play. They develop communication skills through through daily interactions and conversations with staff where staff model vocabulary, repeat key words and use songs, signs and visual prompts. For example, during activities where children unwrap objects, staff introduce new vocabulary and encourage children to describe what they see and feel, extending their language in context.

Children develop independence through daily routines such as serving food, pouring drinks, and helping to tidy resources. Children with special educational needs and/or disabilities make progress towards individual targets through small-step support and repetition. Children who speak English as an additional language are generally supported through visuals. As a result, children develop the skills and confidence needed for the next stage of their learning.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well and respond positively to familiar expectations and daily routines within the setting. They build secure relationships with staff, which helps them feel settled and confident. Staff generally provide calm and consistent guidance, supporting children to understand expectations during play and group times. Children are encouraged to be kind to one another, share resources, and take turns. For example, children wait for their turn when using outdoor equipment and share materials during creative activities. Staff support children to begin to recognise and talk about feelings, helping them manage emotions such as frustration or excitement during interactions with others.

Children show positive attitudes to learning and are engaged in activities that reflect their interests. They listen to instructions, follow simple rules, and join in with group experiences. For example, children respond to reminders about expected behaviour during group time and show perseverance when tasks are challenging. Staff use praise and encouragement to reinforce positive behaviour, helping children develop confidence and motivation.

Attendance and punctuality routines are promoted through regular communication with families. Leaders monitor attendance patterns and work with parents where needed to encourage consistent attendance and timely arrival. This helps ensure children are able to access learning regularly and benefit from continuity in their experiences.

Children's welfare and wellbeing: Needs attention

Children are not always supported through daily care routines in a consistent way. Leaders do not always ensure that agreed procedures and risk assessments are implemented effectively by all staff. Safer eating guidance is not always followed consistently. There are occasions where food is not prepared in line with choking prevention guidance and where children are not always reminded to remain seated while eating. Hygiene routines are also not consistently implemented, including inconsistent handwashing between care tasks. This results in variability in how effectively care procedures are applied across the day. However, when issues are identified, leaders and staff respond promptly and make immediate adjustments, such as changing food preparation when expectations are highlighted.

Leaders and staff provide warm, attentive care. Children are settled, emotionally secure, and form positive relationships with familiar adults who respond sensitively to their needs throughout the day. Staff generally support children's comfort and emotional wellbeing effectively, helping them to feel reassured and cared for during daily experiences. For example, staff comfort babies through close interactions, familiar songs, and soothing voices, and respond sensitively when children need reassurance or support to settle. Staff know children's individual preferences well, including their comfort needs, interests, and stages of development, which helps children feel secure and develop confidence within the setting.

Leadership and governance: Expected standard

Leaders provide a clear vision for the setting, focused on creating a nurturing environment where children develop independence, communication, and confidence. Since the last inspection, they have implemented a range of changes to develop practice and provision, including reorganising learning environments and routines, helping staff deepen their understanding of the curriculum, and increasing management oversight across the setting. These changes have helped staff develop a clearer understanding of children's learning and individual needs.

Leaders have improved arrangements for staff development through regular supervision meetings, training opportunities, and team discussions that focus on practice and children's needs. Training includes safeguarding updates alongside targeted areas linked to communication and inclusion. Staff say they feel well supported by leaders, particularly in relation to behaviour management and meeting the needs of children with special educational needs and/or disabilities. Leaders also consider staff wellbeing through supportive oversight and flexible approaches where possible.

Leaders maintain positive relationships with parents and carers and seek their views through ongoing communication and feedback opportunities. Information is shared with families about children's experiences, and parents are supported through signposting and advice where needed. Leaders also work to ensure families feel included in the setting's community and contribute to children's learning and care.