Alderley Day Nursery, Montessori

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff have created a learning environment that oozes awe and wonder. It provides children with a curriculum that builds on what they already know and can do. For example, babies giggle with delight while splashing in water.

Toddlers enjoy searching for bugs outdoors and older children are fascinated while learning about different countries. Staff are good role models. They provide children with clear expectations for their behaviour.

Children behave well and show positive attitudes towards their learning. Staff are skilled in teaching children about the world around them. For example, children gain an early awareness o...f how they can help to reduce their carbon footprint.

They help to recycle and learn how to care for wildlife. Staff teach children that it is okay to be different. They read stories to children that show different families, such as how some families have two mums or one dad.

Children develop a good awareness of what life is like in modern Britain.Staff encourage children to be creative from a young age. Babies relish exploring paint.

They show high levels of engagement while exploring sensory objects and are fascinated while looking at their reflections in mirrors. Toddlers make 'magical potions' by mixing water and flowers together. Older children show a love for learning about different artists.

They excitedly talk about the work of Michelangelo and have a go at painting in his style. Children gain the necessary skills in readiness for their next steps in learning, including moving on to school.

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

The setting has worked systematically to address the weaknesses that were raised at the last Ofsted inspection.

It has welcomed the support from the local authority and external childcare professionals. Self-evaluation is accurate. For example, through reflection, the setting has redeveloped outdoor play environments to support children's large-muscle skills.

Children demonstrate excellent physical dexterity while running, climbing and balancing outdoors.The setting has designed a broad and balanced curriculum. It has identified the knowledge that children should learn and the order that this should happen.

For example, the setting has recognised that communication and language should be a focus for children. Staff provide bespoke activities to support children's language development. Children are confident communicators, who use a wide range of vocabulary.

The setting has established new arrangements for staff's supervision, coaching and mentoring. However, these have not had enough time to be fully embedded. Consequently, there are still some inconsistencies in staff's practice, and this has an impact on children's engagement in their learning.

Staff teach children about managing their own feelings. Children take part in relaxation activities and enjoy spending time in the 'sensory room'. This supports children in self-regulating their own emotions.

They talk about what makes them happy and excited. Children are kind and courteous towards others.Staff have not thought carefully enough about the implementation of some group-time activities for children.

This means that, on occasion, some group-times sessions go on for too long. Consequently, some children become distracted and they lose engagement in their learning.Staff foster a love of reading.

For example, the curriculum is based on carefully selected books that capture children's interest. Children relish taking books home to read with their families. Staff introduce children to different authors and poets.

This helps children to appreciate the work of different writers.The setting prioritises staff's well-being and staff morale is high. Staff reported that working at the setting is like 'an extended part of their family'.

Leaders recognise the importance of reducing staff's workload. They ensure that staff have time to complete tasks, such as paperwork.The support in place for children with special educational needs and/or disabilities and children who speak English as an additional language is excellent.

No stone is left unturned in the setting's pursuit to removing barriers to learning. Intervention plans are robust, and children make good progress.The setting has worked hard to establish effective partnerships with parents and carers.

It has established a parent committee that is involved in some decision-making at the setting. This has been highly effective in supporting parents to feel valued and involved in their children's care and learning. Parents attend meetings with staff and receive regular updates about their children's progress.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts the children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen the arrangements for staff's supervision, coaching and mentoring to help to raise the quality of education refine the implementation of group-time activities to better support children's engagement in their learning.