Wetherby House Montessori Kensal Rise

What is it like to attend this early years setting?

Children are cared for in a calm environment. They develop a sense of ownership of the nursery, which contributes to them showing respect for their surroundings. For example, children tidy away the toys when they have finished playing without being prompted and help to wipe up spills. They are independent and confident enough to remind each other how they should behave. Children take an active role in many aspects of the nursery. Staff create an environment that allows friendships to flourish. Children are kind and friendly towards each other. Staff regularly praise them for sharing and helping each other. There is a strong sense of belonging at this welcoming and inclusive nursery.

Staff use the Montessori teaching method to great effect throughout the nursery to inspire children's learning and ensure that they benefit from diverse experiences. Older children build a complex 'tower' out of plastic construction bricks, showing their creativity. Younger children enjoy playing with 'real-life' sensory items in the heavy-duty, plastic tray. For example, they explore cornflakes and spaghetti. They develop their fine motor skills extremely well. Children show happiness in all areas of their play and care. The impact of the curriculum is clear. Children make good progress in their learning.

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

• There are lots of opportunities during the daily routine for children to learn mathematical concepts. They count how many shapes there are at registration and take turns in writing the number down. Older children add two numbers together confidently.
• Children develop a strong sense of their individuality. Staff help children to learn about and celebrate festivals and events that are important to them and their friends. Children show the utmost respect and interest in each other.
• Throughout the nursery, staff support children's communication and language development very well. Children are building a love of stories and books. Older children quickly recall their favourite parts of a story using their increasing memory. Younger children delight in joining in with actions songs and taking part in circle time. Staff actively listen to children's views and are genuinely interested in their thoughts and opinions. Staff model new vocabulary to children and encourage them to take turns and listen to one another.
• Staff share high expectations for children and demonstrate a secure understanding of each child who attends the nursery. Children who speak English as an additional language or who are bilingual are very well supported in maintaining and developing their language skills.
• Parents are kept well informed about their child's ongoing development by their key person. They have secure access to online systems where they can see photos, observations and assessments of their children's development. This supports continuity in children's learning. Parents speak highly of the setting, commenting on how much their children are learning about the world. For example, children come home talking about the amphibians and the solar system.
• Children have daily opportunities for fresh air and exercise. They also take part in regular trips into the local community. For instance, they enjoy outings to the park, where they access large, fixed equipment. This all helps to strengthen children's physical skills.
• Leaders ensure that staff build on their knowledge through accessing regular training. However, coaching and mentoring does not focus enough on what staff need to do to improve the quality of their teaching, particularly for less-experienced staff. This means that not all staff are confident to adapt their teaching to enhance the quality of the learning experiences for children.
• The manager and staff plan a broad curriculum. Through warm interactions and regular observations, they support children with what they know and can do next. Staff identify when children may need additional support to reach their full potential. The leaders, key persons and parents work closely with other professionals and implement effective individual plans that support those children's learning. However, some younger children's next steps in learning are not as sharply focused as they could be to accelerate their learning to an even higher level.

What the setting must and should do next

The provider should:

• strengthen coaching and mentoring so that all staff are clear about how to adapt their teaching to enhance the quality of the learning experiences for children
• place an even sharper focus on younger children's next steps in learning to help them make even better progress.