The Children’s House Montessori Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and eager as they arrive to start their day at this friendly nursery. They wave goodbye to their parents and put their own belongings away.

Children are excited when their friends enter the room. They tell the inspector: 'I'm Spiderman!' They show confidence in self-selecting a variety of activities off the shelves. Once they have finished playing with the resources, they return them to the correct place without being asked to do so.

Children show confidence in the presence of a visitor to the nursery. They are keen to find out more about them and kindly ask what they would like to play with.Babies e...njoy exploring with paints.

They become engrossed as they paint their fingertips and make prints on paper. Babies clap with glee as the adults hand them more paper. They learn new words and attempt to repeat the word 'blue'.

Children are very independent. They dress themselves when getting ready to go outside, gather chairs for a group activity and set up the tables ready for lunchtime. Children expertly open their own food packets and competently use cutlery.

Children persevere during the activities that challenge them. For example, children manoeuvre puzzle pieces in order to complete a tricky puzzle. They thoughtfully move the base so that all the pieces fit.

Children demonstrate that they are proud of their achievements as they show the inspector their finished puzzle.

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

Children show that they feel safe and secure. They approach staff for a cuddle and sit on their laps when listening to a story.

Babies hold up their hands to the staff that care for them and enjoy the sensitive interactions that they experience.Staff plan activities that are stimulating and are based on children's current interests. However, on occasion, staff do not give enough consideration to the size of the group or how long they expect children to listen.

As a result, some adult-led activities do not always fully support the needs of all children.Staff make good use of books to develop learning as they play with the children. For example, children take part in a reading activity where they draw their favourite characters to cut out and glue onto a display.

These experiences foster a love of books and help to improve children's literacy skills and growing vocabulary.Staff celebrate children's different faiths and backgrounds in a variety of ways. For instance, they gather information about children's lives and experiences before the children start at the nursery.

Parents are invited to share their customs, and staff use these opportunities to celebrate diversity. Consequently, children develop an awareness of their own and other's backgrounds.Leaders have clear aims for the skills and knowledge that they want children to gain across the areas of learning.

They have identified the impact that the COVID-19 pandemic has had on children's development. Leaders have built a curriculum that sequentially builds on children's knowledge over time. As a result, children, including those with special educational needs and/or disabilities, make good progress from their starting points.

Partnership with parents is very strong. Parents mention that the nursery staff are welcoming and that their children are provided with a good quality education. They report that their children are 'coming on in leaps and bounds' in areas such as communication and turn-taking.

Parents appreciate the guidance given, such as suggestions for healthy foods to bring in for lunch. They comment that the staff team know their children very well and are 'always smiling and helpful'.Children are developing a sound understanding of how to lead a healthy lifestyle.

They have regular daily opportunities for fresh air and exercise. Children enjoy using bicycles to ride on, climbing on apparatus and throwing a ball through hoops. 'Yes! It's in!' they shout as they run to tell an adult.

Children know that they must wash their hands before eating and after going to the toilet and that 'water is very good for you'.

Safeguarding

The arrangements for safeguarding are effective.The leaders and staff are knowledgeable about safeguarding.

They know where to access further advice or who to refer to if they have concerns that a child is at risk. The staff have a good understanding of the signs and symptoms of abuse, including the dangers of those exposed to extreme values and behaviours. The nursery is a safe area with high fences and lockable doors.

This ensures that staff are aware of who is entering or leaving the premises. Leaders have robust recruitment procedures in place to ensure that all staff are suitable to be working with children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen staff's skills in adapting adult-led activities to ensure that all children fully engage and benefit from the learning opportunities.