Weyhill Montessori School Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are greeted warmly by staff as they arrive at the pre-school. They separate happily from their parents and are ready to play and explore the environment, demonstrating that they feel safe and secure. Children new to the pre-school settle very well.

They enjoy exploring a good range of mathematical activities and learn the names of the different shapes, such as triangles. Children sort buttons according to their colour identifying complex shapes successfully. All children, including those with special educational needs and/or disabilities (SEND), make good progress from their starting points.

Children explore a... rich learning environment that helps them to develop skills essential for their future education. There are high expectations for children. Children create complex constructions and patterns using different size blocks and cylinders.

Children develop good control of their movements, which supports their pre-writing skills. For example, they patiently thread items onto string to make necklaces. Children thoroughly enjoy activities that include songs and rhymes.

They listen very attentively to stories. They enthusiastically repeat familiar phrases and predict what will happen next. This helps them to become confident communicators.

Children's behaviour is good. They learn to be kind and respect others. Children know the pre-school routine well.

For example, when they finish an activity, they tidy it away ready for the next child.

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

The highly qualified staff team use their good understanding of the Montessori approach to support children's learning and development. They provide a broad curriculum that includes a wide range of stimulating activities.

Staff use their good knowledge of children's individual needs and progress to move them on in their learning and development. However, occasionally, they do not always make the most of opportunities that arise from children's self-chosen activities, to extend and challenge their learning even further.Staff gather detailed information from parents to ensure that they know children's individual interests and needs, to plan for their future learning.

This results in a shared learning approach between home and nursery.Throughout the COVID-19 pandemic, the manager has worked hard to support children and their families. She re-organised sessions so all children could attend.

This particularly supported children who were leaving to start school.Staff support children's independence well. They provide plenty of opportunities for children to develop the skills they need for future learning.

Children take off their coats and hang them up when they have finished playing outdoors. They serve themselves at snack time and clear away their plates when they have finished eating.Staff help children to learn about their emotions.

They talk about feelings in books and sing songs using a teddy bear that the children cuddle and share with their friends. Staff help children develop the confidence to have a go during activities.Staff support children's physical development well.

Children thoroughly enjoy playing outdoors. They develop their physical abilities and problem-solving skills in the secure outdoor play area. Furthermore, children were very excited and enthusiastically took part in football coaching activities.

Staff provide very good support for children with SEND. They focus strongly on meeting their individual needs. When needed, the manager uses additional funding to provide children with one-to-one support.

Staff work closely with other professionals and parents to create and use plans that help children with SEND to progress in their development.Partnership with parents is very good. Parents speak highly of the staff.

They report that staff are committed to their work and they tailor learning to the children's individual needs. During the COVID-19 pandemic, staff maintained contact with children and their families. They continued to support children's learning with activities and meetings online.

The manager evaluates the quality of children's care and learning, taking into account the views of staff and parents. Staff report that they receive very good support. They receive regular training, coaching and support that successfully builds their professional development.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff understand their responsibilities to keep children safe. Staff undertake regular safeguarding training to update their knowledge of child protection, including the 'Prevent duty'.

They have a good understanding of the signs and symptoms of abuse. Staff know the procedures to follow if they have a concern about a child in their care. The manager implements robust recruitment and vetting policies and procedures.

She undertakes robust suitability checks to ensure that only those suitable to work with children do so. Staff risk assess the premises and activities and supervise children well to keep them safe.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: coach and support staff to further challenge and extend children's learning and development when they engage in self-chosen activities.