Victoria Road Montessori

What is it like to attend this early years setting?

Children arrive happy to attend nursery. They are warmly welcomed by the friendly staff on arrival. Children say goodbye to their parents at the door and settle quickly with their key person. Parents and staff share information that supports children's well-being. Staff promote independence as children are encouraged to self-register, hang up their coats and change their shoes. This gives all children a sense of belonging and increases their self-help skills.

Staff provide a broad and exciting curriculum. This includes the interests of all children, including those with special educational needs and/or disabilities, and builds on their existing skills. Children thoroughly enjoy their time at the forest school session. Staff teach children about sustainability as they use buckets of rainwater to fill watering cans and water the plants. Children eat fruit snacks outside and put their waste in the compost. Children find bugs and look at leaves with staff. They count legs on spiders and look at patterns to extend their mathematical skills.

Staff role model positive behaviour and promote good manners. Children learn to share resources as they mix mud and water together to make marks. Staff reinforce rules, and children demonstrate their understanding of following these to keep themselves safe.

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

• Staff plan together to provide a curriculum that sparks children's curiosity and motivates them to learn. Staff promote the Montessori ethos and give children time to explore the environment and practise their skills. Staff use observations and ongoing assessments to track children's progress. All children make good progress from their starting points.
• Staff prepare a mix of adult- and child-led activities. Overall, they engage well with children as they play and learn. Staff provide commentary and encourage back-and-forth interactions. However, when planning some adult-led activities, the learning intentions could include more challenging and extending learning opportunities, especially for older or most-able children.
• Staff promote children's communication and language skills well. They engage children in conversations and ask meaningful questions. Children are given time to think and respond and have their ideas valued. Staff introduce new language and repeat words to help children develop their use of sentences. Children enjoy singing and sharing stories with staff that increase their vocabulary further.
• Children learn the importance of healthy lifestyles. They spend time outside extending their physical skills as they learn to ride trikes and carry logs. Staff provide fruit for snacks and encourage children to drink water to stay hydrated.
• Staff and children discuss healthy food choices as they eat lunch. Children follow good hygiene routines and learn about oral health as they clean their teeth.
• Staff promote a culture of diversity and inclusion through the curriculum and their resources. Children learn about other religions and cultures as they celebrate festivals and try new foods. Staff teach children about helping others who are disadvantaged as they donate food to the food bank and recycle by taking clothes to the charity shop.
• Parents speak highly of the caring nursery staff and the service they provide. They comment that their children enjoy attending and have made good progress, especially with their language, independence and self-help skills. Parents receive regular updates on their children's progress. Staff share next steps in learning and ideas to continue their children's learning at home.
• Leaders implement safer recruitment procedures. This ensures all staff are suitable to work with children. They also work with other professionals to ensure partnership working supports all children to reach their potential. Leaders support staff to manage their workloads and mental well-being. Ongoing supervision helps staff to identify their strengths and areas for continued professional development.
• Leaders and staff work together to reflect on the service they provide. They monitor children's progress, ensuring any gaps are addressed swiftly. Leaders role model good practice, observe staff and offer constructive feedback. Staff also seek children's views and use these to inform planning. However, parents' views are not sought to specifically help with evaluating and making further improvements.

What the setting must and should do next

The provider should:

• ensure learning intentions for planned activities challenge and extend all children's learning, especially for older and most-able children
• strengthen self-evaluation processes to include parental feedback and help support continuous improvement.