The Montessori House Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children show confidence and that they feel safe and secure at this welcoming setting. Staff know children well and provide a range of learning experiences for them to enjoy. Overall children are happy, and staff build and develop strong bonds with them, offering comfort and kindness to help them settle.

This build children's emotional development as they enjoy cuddles from attentive staff.Staff read and share favourites books with children as they sit and enjoy looking at and talking about the pictures in the book. This helps children build their communication and language development.

Children enjoy learning about the l...ife cycle of frogs and staff introduce new vocabulary and explanation to support children's interest and learning.Staff know the children well and can identify current learning and next steps. However, the curriculum is not yet fully embedded to support challenging and focused teaching from staff and help children build on their next steps in learning and development.

For example, staff do not focus enough on what they want children to learn from activities. Inconsistencies in teaching impact on children's attitudes to and engagement in their learning and overall progress.

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

Managers provide some support, coaching and training to staff by modelling practice within the rooms with the children.

They set examples of the practice they aim to develop within the staff team. However, at times they are not consistent in providing the direction and information needed to support staff to build their skills and confidence in delivering the aims of the curriculum.Managers are keen to provide an environment that supports children's learning and development.

They are developing a curriculum that is ambitious and inclusive for all children attending the nursery. However, the curriculum is not yet embedded. For example, staff know what it is they want children to learn however, they do not consistently support children's interests and provide the teaching they need for children to build on their skills and knowledge.

Managers acknowledge that there are improvements be made to develop the provision to provide the challenge and teaching to help children make the progress they are capable of.Children with special educational needs and/or disabilities (SEND) are identified quickly and appropriate referrals are made. Staff work closely with parents and other professionals involved in children's care to implement targeted plans to support children's individual needs.

Staff support and encourage children's interest in books and stories. They show enthusiasm and encourage children's curiosity as they choose and explore a range of reading materials. Children focus during this engagement with staff and develop new vocabulary as they join in with creating their own stories.

Children benefit from many opportunities to develop their physical skills. They develop their balance and coordination as they practise riding balance bikes in the garden. Staff help them to learn how to negotiate the space around them safely.

Children show confidence as they explore and secure their skills.Staff comfort children when they are upset and need reassurance. This supports children's emotional well-being.

Staff provide opportunities for children to develop their independence skills, such as hand washing, pouring drinks and helping to serve their own meals.Staff follow daily routines to support children to know what to expect and when. However, they often do not ensure that these are organised effectively or communicated to the children so that they fully know what is happening and when.

For example, children often spend too long waiting for their lunch. As a result, some children become restless and unsettled so they begin to wander around the room. This creates an environment that can feel a little chaotic and this impacts on children's behaviour.

Staff have developed positive relationships with parents. There is open and ongoing communication to share what children have enjoyed and what they have been learning. Parents speak highly of the staff team and the care provided for their children.

Parents are assured that their children are safe and settled at nursery.

Safeguarding

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

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date ensure that all staff receive support, training and coaching opportunities to improve the quality of teaching to help them understand how to implement the curriculum 30/04/2025 To further improve the quality of the early years provision, the provider should: support staff to provide consistent interactions and support to help guide children's behaviour and promote their engagement in good-quality play and learning experiences nimprove how daily routines are organised and managed to ensure staff understand what is expected of them and of children, to enable staff to consistently promote children's well-being