West Ealing Montessori Nursery (Bilingual-French)

Inclusion: Strong standard

Leaders are very effective in identifying each child's unique and emerging individual needs. They act quickly to reduce any barriers in children's learning. Staff have appropriate training and support to help them to be able to identify and support children's needs. This helps all children to make excellent progress from their starting points. Leaders and staff continually monitor, review and plan for the next steps in each child's learning to ensure that no child is left behind.

Leaders and staff rapidly identify when children may benefit from additional support. The identify carefully considered strategies and quickly put them in place. All staff understand these strategies fully. For example, they make careful adaptations to routines, such as mealtimes and rest times. In addition, staff plan and provide small and focused language groups to support children with their communication and language development. Leaders and staff make sure parents and carers are fully involved and work with other professionals. This provides a consistent approach and helps to ensure the best outcomes for children.

Leaders know how to identify families who may be entitled to additional funding and how to help parents access funding. They understand that any additional funding is to be used to target plans to support children's needs and improve outcomes for children.

Curriculum and teaching: Strong standard

Leaders plan an exciting and ambitious curriculum. Children engage in a wide range of focused and free-play activities. Staff carefully link these to children's interests and help children to make connections in their learning. Leaders and staff understand what they want children to learn, and they build on what children can do. All children, including those who face any barriers, gain the secure skills they need for future learning.

Staff place a focus on developing children's communication and language. They consistently encourage children to share their ideas and listen carefully to their responses. Staff introduce new words to extend children's vocabulary. They talk about the environment and how toucans live in the rainforest. Children excitedly search treetops, using binoculars in their play rainforest. They imaginatively pretend to drive a safari jeep. Younger children and babies enjoy simple stories and engage in back-and-forth interactions with staff.

Children constantly benefit from opportunities to develop mathematical language and skills. Toddlers count as they join in number rhymes. Babies post different-shaped objects in boxes. Children engage in sensory play. They measure, scoop and pour and learn about position and size during daily activities. Staff plan daily opportunities for children to have physical play. Babies practise their skills in walking. Children enjoy ball games provided by an external sports group.

Achievement: Strong standard

Children consistently make sustained progress across all areas of their learning and development. They are very well prepared for the next stage, including school. All children are fully engaged in age-appropriate activities. Children and babies concentrate and persevere as they master new tasks. For example, older children concentrate as they thread laces. Babies become engrossed in using posting boxes. These activities help to develop their small muscles.

Children are highly confident speakers. They ask questions, express their ideas and link what they learn to their own experiences. They talk about going on holiday and that aeroplanes have wings as they pretend to fly toy birds. Children who speak English as an additional language receive excellent support. They benefit from staff using key words in their home languages and take part in French speaking groups. Children benefit from staff using signs and picture cards to extend their communication skills even further.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have high expectations for children's behaviour. They are polite and respectful. Staff manage children's behaviour effectively and consistently. Children share respectful and trusting relationships with each other. Leaders and staff take account of children's age and stage of development. Children quickly develop positive patterns of behaviour from an early age. Staff frequently ask children about their feelings. This helps children explore how they feel and understand how their behaviour may impact on others. Staff praise and encourage children. This helps to develop children's self-esteem. Children behave very well and know what is expected of them in this well-structured and calm setting. They play harmoniously, act kindly and share. Children have positive attitudes to their learning and understand routines. This helps to prepare them very well for school.

Leaders and staff work with families to establish consistent routines and to identity and address any triggers to negative behaviour. They make careful adjustments for children who face any barriers to their learning, which has a positive impact on children's engagement. For example, children use sensory resources to help them relax. Leaders explain to families the importance of being punctual and attending regularly to support children's learning.

Children's welfare and wellbeing: Strong standard

Leaders give high priority to children's welfare and wellbeing. Suitable policies and procedures underpin their practice. These are rigorously reviewed and amended to meet children's needs effectively. This is particularly evident with children who face any barriers to their learning. Children have continuous opportunities to learn about the importance of a healthy diet and exercise, and the impact this has on their bodies. They enjoy fresh healthy food that is prepared to meet their individual dietary needs. Staff talk to children about healthy food during mealtimes, which helps them learn how to make healthy choices. Children enjoy sociable meals with their friends and staff. They consistently learn about positive manners. This helps children to develop positive patterns of behaviour. Children receive encouragement to wash their hands before meals and self-serve. This supports their growing independence.

Children thoroughly enjoy physical play. They play freely in the outdoor area. Children have opportunities to go on nature walks and use large apparatus in nearby parks. Young children and babies navigate the indoor and outdoor spaces with growing confidence and coordination. Children learn about oral health and take part in activities that support their understanding of the importance of regular tooth brushing.

Staff carefully plan care routines to meet the individual needs of each child. Nappy changing routines are conducted with sensitivity and with respect for babies and young children's dignity and privacy. Staff talk to them gently, so they understand about the need for routine care and what is happening.

Leadership and governance: Strong standard

Leaders and staff are professional and work very effectively together as a team. Leaders have high expectations and are very ambitious for all children. They work continuously to provide high-quality care and education for all children who attend. Leaders are highly reflective and recognise their strengths and where they can make more improvements. They demonstrate a commitment to continuous improvement to raise the quality of provision to the highest level.

Leaders build very positive relationships with parents and carers. Parents speak highly of the leaders and staff. They say their children are very happy to attend. Parents comment that their children are very well supported and make excellent progress. Staff keep parents well informed about their children's progress and ways to support their children's learning at home. Leaders share information with other professionals involved in children's care and learning to provide a consistent approach. They work with teachers from local schools to help prepare children for their eventual move to school.

All staff say they are very happy working in the setting and are well supported by leaders. Leaders ensure staff's workloads are manageable and provide social opportunities to support team-building. Staff have regular opportunities for professional development, including guidance on supporting children who face barriers to their learning and those with special educational needs and/or disabilities. In addition, they attend training to support the needs of babies. Ongoing support, supervision sessions, team meetings and training ensure staff can continually develop their knowledge and skills to achieve the best possible outcomes for children.