Montessori Explorers

Inspection of Montessori Explorers Greenhill Lodge, 327-327a Birmingham Road, SUTTON COLDFIELD, West Midlands B72 1DL

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children receive a warm and nurturing welcome from staff, helping them to settle quickly into the stimulating environment. Staff plan the curriculum to build on children's interests and next steps. For example, younger children that are curious about the marks they make, engage in a variety of sensory experiences, such as using their fingers or toy cars in coloured edible paint. This supports children's development of early writing skills.

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The provision is good

Staff develop strong bonds with their key children. They boost children's confidence through warm and responsive interactions, which enables them to feel safe and secure to explore their environment independently. Staff create cosy spaces to support children's individual needs. They provide resources and books to support children to learn about managing their feelings. These enable children to begin to understand their emotions and learn ways to self-regulate.

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The provision is good

Staff act as positive role models. Children behave well and understand the clear expectations at the setting. They play cooperatively together and form positive peer relationships. For example, children enjoy taking part in group activities, such as parachute games or playing football. Staff skilfully support children's early mathematical development through activities. For example, children compare quantities and identify which bowl contains more objects. Staff ask targeted questions to check and extend children's thinking, deepening their understanding of key mathematical concepts and vocabulary.

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need to do better?

n Staff plan the learning environment to provide children with purposeful experiences that extend and build on their learning and development. They carry out effective risk assessments of activities and spaces to prioritise children's safety. Staff take opportunities to teach children about how to manage risks for themselves. For instance, while climbing and balancing on the obstacle course in the garden, staff offer gentle reminders and support. As a result, children move cautiously and think critically about how to maintain their balance, seeking help when they find it challenging. n Leaders work closely with the new staff team to support the development of their teaching practice. They make effective use of more experienced and confident staff to mentor and guide others in their professional development. However, during some activities, not all staff fully consider the varying needs of all children. As a result, quieter or less confident children are not always given

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need to do better?

the same opportunities as their peers to participate in discussions or express their ideas. n Partnerships with parents are strong. Parents comment on how well staff listen

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need to do better?

17 July 2025 to their children's needs and adapt activities to support their development. They report that staff prepare children effectively for their move on to school and share they have observed improvements in their children's confidence since joining the setting. Staff work closely with parents to support children with special educational needs and/or disabilities (SEND), implementing timely and targeted interventions. This means children make positive progress from their starting points. n Throughout the day, children transition between routines and engage in a wide range of activities. While staff generally support these transitions well, there are occasions when routines and adult-led activities are not fully organised. For example, some staff interrupt children's engagement to gather additional resources due to not being fully prepared. At times, routines take longer than necessary, resulting in some children becoming disengaged or losing focus in

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need to do better?

their learning. n Children thoroughly enjoy their time in the garden and demonstrate high levels of concentration during activities. They giggle with delight as they explore foam in a tray, pretending it is snow as it floats into the air. Children form friendships through play and develop their imagination and creativity. For example, they dig in the mud pretending to be explorers searching for 'stones and diamonds'. n Staff effectively support children in developing key independence skills in preparation for school. For instance, all children follow consistent handwashing routines and understand the importance of good hygiene from an early age. Children confidently dress themselves to go outside, and during mealtimes, staff encourage children to use cutlery appropriately. Older children take responsibility for scraping their plates when they have finished, helping them to build self-care and a sense of responsibility.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n develop staff's awareness further to actively engage and include quieter children in activities provided to enable them to share their voice and contribute to learning n review the organisation of routines and activities to minimise waiting times and ensure children remain engaged and focused on their learning.

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Setting details

Unique reference number EY501530 Local authority Birmingham Inspection number 10411278 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 40 Number of children on roll 43 Name of registered person EXPLORERS GROUP LIMITED

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reference number

Telephone number 01213505550 Date of previous inspection 27 October 2023

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Information about this early years setting

Montessori Explorers registered in 2016 and is situated in Sutton Coldfield. The nursery operates all year round, from 7am to 6pm, Monday to Friday, except for one week at Christmas. The nursery employs nine members of childcare staff. Of these, one holds an early years qualification at level 7, one at level 6, four at level 3 and three at level 2. The nursery offers government-funded early education for all children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The area manager, deputy manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n The inspector spoke to several parents and reviewed written feedback during the inspection and took account of their views. n The area manager and the inspector carried out a joint observation and discussed the impact on children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Staff spoke to the inspector about how they support children with SEND. n The inspector spoke with the directors and area manager about the leadership

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Inspection activities

and management of the setting. n Staff and children spoke to the inspector during the inspection.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

17 July 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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