Early Educators Montessori

Ofsted rating for Early Educators Montessori

Last inspected 19 November 2021 · Sarah Crawford

What it's like to attend

• Managers and staff create a harmonious and friendly environment and children are well settled.
• Staff closely monitor children's progress and provide early help and support including targeted learning plans.
• Additional funding is used well to create a cosy den in the garden for quiet language activities and sensory play.
• The curriculum is well-balanced and interesting, supporting all areas of children's learning.
• Staff teach children about healthy lifestyles, including daily outdoor play and vigorous exercise.
• Children develop close and trusting relationships with staff.
• Children demonstrate that they are well settled and thoroughly enjoy their time at the nursery.
• Children behave well. They learn to follow the routines and understand what staff expect of them.
• Children learn to be respectful to others and develop friendships with their peers.
• Staff want children to achieve all that they can.
• Staff help children to develop important skills, so that they are well prepared to move on to school.
• Children listen to stories with increasing attention and learn to follow instructions from adults.
• Older children speak out confidently within a group.
• Children display an interest in the natural world as they share their ideas about the weather and changing seasons.
• Children play cooperatively and demonstrate good social skills.
• They show curiosity as they mix together natural materials, such as soil, leaves, sand and water to create 'porridge'.
• Children use their knowledge of different families and occupations to enhance their role play, as they take on roles, such as 'big sister' or 'doctor'.
• The managers, who also own the nursery, work closely with the staff to support children and their families.
• The managers are aware of the impact that the COVID-19 pandemic has had on children's development and emotional well-being.
• They provide supportive stay-and-play sessions to help include parents in their children's learning.
• Staff closely monitor children's progress from the start.
• They are proactive and ensure that children receive the early help and support that they need.
• Staff work together with parents and other professionals to develop targeted learning plans.
• Additional funding is used well.
• The managers and staff have created a cosy den in the garden. This provides a quiet area outdoors for language activities and sensory play.
• All children, including those with special educational needs and/or disabilities, children receiving funding and those who speak English as an additional language, progress well from their starting points in learning.
• The managers and staff provide a well-balanced and interesting curriculum, which supports all areas of children's learning.
• In general, the quality of teaching is good.
• Staff support children's communication skills well. For instance, they introduce new words and use repetition to help children remember them.
• Staff interact sensitively with children and help them to understand behavioural boundaries.
• They ask children whether they are feeling happy or sad and teach them signs, to express these feelings.
• Children show a very positive approach to their learning.
• They focus well on activities that they choose. For instance, children display intense concentration and attention to detail, as they create collages from small pieces of coloured paper and sequins.
• Children demonstrate energy and enthusiasm as they sing songs and number rhymes.
• They count accurately and use their fingers to indicate how many items are left if one is taken away.
• Staff focus on teaching children about healthy lifestyles.
• Children play outdoors each day and enjoy vigorous exercise as they climb, balance, jump and pedal tricycles.
• They learn about risks and how to keep themselves safe. For instance, children learn to use knives safely as they cut up their fruit at snack time.
• Staff teach children good hygiene routines, such as regular handwashing.
• They talk to children about dental health as they bathe the dolls and pretend to brush their teeth.

• 1improve the planning and delivery of group activities, to ensure that they meet the individual learning needs of all children taking part
• 2teach children about a broad range of emotions, to help them understand and regulate their feelings.