Tideford Montessori Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children show they feel safe and secure.

They go to familiar staff and settle quickly. Staff know the children very well and support their emotional well-being. For example, throughout the day children say 'Hello' to other staff they see and smile.

Children are very kind to each other. They notice when other children may need some water at the lunch table. Pre-school-aged children pick up a jug of water and offer it to their friends.

There is a well-designed curriculum in place, which prepares all children for their next stage of education effectively. For example, staff begin to help children recognise their ...names. Babies see their individual photos on display.

Staff progress this for toddlers who have their photos and their names. Pre-school-aged children have just their name. Toddlers and pre-school-aged children identify and collect their name tags at lunchtime and place them on the table.

Older children talk about the initial sounds their names start with. Parents value the support they receive to extend their children's learning at home. Staff send home activities for children to share with parents to extend their learning at home.

For example, children enjoy looking after a teddy bear. They report back to their friends about what they did at home while the bear was visiting.

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

Pre-school-age children show motivation to learn and explore.

They suck up water in plastic tubes with their fingers and strengthen their dexterity. They pour water from one vase to another. Staff challenge these children to pour water into a smaller hole.

Children overcome this problem by using a funnel. Staff remind children to tidy the equipment away before they go outside. Pre-school-age children know the rules and routines of the setting and put resources back where they belong.

Babies develop their core strength effectively. Staff support babies who are learning to stand by providing them with resources up high that interest them. For example, babies look up at silver pots and pans in the garden.

They stand up to bang them with a spoon. Toddlers balance on a large tractor tyre and push a wheelbarrow around to develop their lower body strength. Pre-school-age children improve their balancing skills as they climb on a climbing frame.

All children develop independence skills. Babies gain confidence in moving around the baby room. They access toys they choose.

Toddlers and pre-school-age children begin to learn how to cut fruit for snack. Afterwards, they wash their plates up, dry and stack them on a shelf. Staff praise children for their good choices.

Staff support children with special educational needs and/or disabilities (SEND) effectively. Key persons and the special educational needs and disabilities coordinator work closely with other professionals and parents. They ensure children with SEND make progress towards their next steps of development.

For example, staff invite parents to take part in training on hand signs to aid communication with their children at home.During adult-led activities, staff add an additional word to the toddlers' one-word answers. Staff are beginning to expand toddlers' vocabulary.

However, staff do not always give toddlers enough time to think and respond to a question before they ask another question. For example, during child-initiated activities, staff ask toddlers many questions in quick succession, and toddlers struggle to answer.Pre-school-age children recall past learning.

They remember what they learned about the water cycle and use the word 'evaporate'. Staff capture their curiosity. These children create rain in a jar with food colouring and shaving foam.

They successfully broaden their understanding of the world. However, during adult-led activities, staff do not always manage distractions to ensure children remain engaged and focused on their learning. For example, other staff sing songs with children nearby and some children become distracted.

The manager has made improvements since the last inspection. She monitors the impact of training through supervision and works alongside staff. All staff have improved their knowledge and understanding of the curriculum.

They successfully build on what the children know and can do and need to learn next. All children make progress.

Safeguarding

The arrangements for safeguarding are effective.

Leaders regularly review any accidents that may occur in the setting. They amend risk assessments to minimise and reduce hazards in the environment. For example, staff resurface the garden decking area with artificial grass to reduce the risk of children slipping when it is wet.

Staff attend annual safeguarding training. They know the signs and symptoms of possible abuse or neglect. Staff follow procedures to record and escalate any safeguarding concerns effectively.

They know which external agencies to contact if required. Staff know what to do in the event of an allegation made against a member of staff.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop further toddlers' communication and language skills, to give them more time to think and respond to questions manage distractions during adult-led activities to ensure children are engaged and focused on their learning.