Mini Montesaurs

Mini Montesaurs

Unique reference number (URN): 2817972 Address: 4, Wood street, Cheadle, SK8 1AQ Type: Childcare on non-domestic premises Registered with Ofsted: 31/12/2024 Registers: EYR Registered person: Mini Montesaurs Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Through effective training from leaders, all staff are clear on how to support children effectively. Even though leaders are still embedding these effective practices across the setting, children achieve extremely well and make excellent progress from their starting points, particularly for children with special educational needs and/or disabilities and those who face barriers to their learning. For example, children receive support with their personal and social skills. Staff work closely with parents and carers, finding interests and taking settling-in slowly. These children are now happy, exploring all areas of the nursery with confidence and independence. Children receiving support for identified learning needs make sustained progress in closing the gaps in their learning. For example, they are using new vocabulary with increasing accuracy and are making accelerated progress to build a range of knowledge and skills.

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Achievement Strong standard

Across the setting, children are gaining confidence in their communication skills. They use a range of mathematical language and have the ability to be creative and imaginative. Children demonstrate they are able to think deeply and problem-solve. For example, babies are proud as they learn to match the correct sea creature to the ones in the story. Older children count in sequence as they walk down the stairs. Children are remarkably well prepared for the next stage of their learning journey. They are keen and interested, able to follow instructions and listen and respond well. Children are mostly excited to explore all learning opportunities and are fully engaged in all experiences on offer.

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Inclusion Strong standard

Leaders have established a highly inclusive culture, where inclusive practice is a notable feature of the setting. Children's individual needs are identified early and supported effectively. Information gathered from parents and carers, alongside regular ongoing assessments, enables staff to understand children's starting points and tailor the provision precisely. For example, leaders have changed operating hours to support individual children. This tailored approach has enabled all children to have access to learning. This is particularly evident for children with special educational needs and/or disabilities and those who face barriers to their learning.

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Inclusion Strong standard

Leaders take effective action to reduce barriers to learning through well-considered adaptations and inclusive practices. For example, sensory spaces and lowering lighting within specific areas provide low-stimulation environments where children can regulate their emotions and sustain engagement. Staff use targeted strategies, such as Makaton signing and visual supports. This helps to ensure all children can access learning and participate fully.

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Inclusion Strong standard

Leaders monitor children's progress closely and review support regularly, adapting provision in response to changing needs. This means children with emerging or significant delays make measurable progress in communication, personal development and independence. Staff receive targeted training to meet children's individual needs. Leaders work closely with

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Expected standard

families and external professionals to ensure coordinated support. Early years pupil premium funding is used effectively to improve outcomes for disadvantaged children.

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Leadership and governance Strong standard

Leaders are incredibly passionate about providing high-quality learning and care for children. They constantly reflect and analyse the setting's strengths and weaknesses effectively, quickly highlighting what they can do to improve the setting and, therefore, outcomes for children. For example, leaders are in the process of implementing further training for staff around interactions and their curriculum, and this is having a positive impact on staff's practice in the rooms. Leaders and staff know their families incredibly well and consistently engage with parents and carers, including those who are harder to reach, to ensure that all children thrive in their development. For example, parents are kept up to date with their child's learning through discussions and events, such as parent evenings and open days. These regular meetings and information evenings help to support children's learning at home. Leaders also work very closely with other agencies and are adaptive and

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Leadership and governance Strong standard

responsive to the setting's changing needs.

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Leadership and governance Strong standard

Leaders have high expectations of staff, and professionalism is well-embedded throughout the nursery. Staff are incredibly well supported by leaders through supervision meetings and on-site coaching and mentoring. Staff feel valued and looked after by the leadership team.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have high expectations for all children. Staff demonstrate consistently kind behaviours and are quick to remind children of the importance of being kind to friends. Staff consider the age and ability of children when setting expectations. For example, they demonstrate to babies using clear, single words. They help older children to consider each other's feelings. Children typically respond well. They use resources safely and usually play collaboratively with friends.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have identified that mealtimes and some aspects of the routine need further development. They have made significant improvements, and older children have started to show independence in laying the table prior to mealtimes. However, this is not yet fully embedded as sometimes, some children do not complete these tasks. All children have a positive attitude towards learning and staff have implemented an effective routine throughout the day.

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Behaviour, attitudes and establishing routines Expected standard

Staff and children form secure bonds. They develop relationships that are happy and trusting. Children are treated with respect. Staff seek their consent and value their responses during nappy changing and sleep times. The youngest children are soothed to sleep with the comfort of their familiar adults. Children play collaboratively with their peers and often invite staff into their play. They demonstrate they feel safe and secure. Leaders are proactive with monitoring attendance to keep children safe. They support individual families to make adaptations to children's attendance patterns when required so that children continue to access their early years education. This helps break down barriers for families. Leaders and staff demonstrate a commitment to gathering information from other settings that children have attended prior to joining. This helps children to get maximum benefit from the setting.

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Children's welfare and wellbeing Expected standard

Leaders are developing routines in the baby room to ensure that children's need for consistent engagement and support is met consistently. Progress has been significant. However, this is not yet fully embedded. For example, after sleep time, some babies are left waiting for staff's direction. This means that, at times, teaching is not as highly effective. Staff build positive relationships with children, who enjoy their cuddles and reassurance. This promotes children's emotional wellbeing effectively.

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Children's welfare and wellbeing Expected standard

Staff know their key children well. They gather detailed information from parents and carers to learn about children's individual needs. This approach helps children to feel safe and emotionally secure. Staff promote children's independence effectively. Very young children are beginning to develop confidence in using the bathroom independently. Older children recognise and respond to their personal needs well, such as helping themselves during mealtimes and dressing appropriately for outdoor play. When playing with others, they learn to share and take turns. Staff support children's physical development through activities such as climbing, using ride-on toys and playing with balls.

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Children's welfare and wellbeing Expected standard

Children with special educational needs and/or disabilities make secure progress because assessment, planning and tailored support begin promptly. Staff have a clear understanding of the physical and emotional challenges that some children face and take swift steps to support them. For example, they adapt the environment to ensure that children who struggle with regulation have a calm area. They provide daily opportunities to support their emotional wellbeing. Children benefit from healthy, well-balanced meals and can access fresh drinking water throughout the day. Babies and young children are sensitively encouraged to sleep and rest when they need to. This ensures that they wake refreshed, ready to engage in further learning and play.

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Curriculum and teaching Expected standard

Leaders have a clear vision for the setting and are keen to involve staff in ongoing improvements. Regular reflection on provision and practice means that leaders understand their strengths and areas to develop further. For instance, leaders correctly identify that further support to boost staff's confidence in interactions is an area for development. They have made significant progress in embedding teaching practices through regular role modelling. As a result, teaching is typically of high quality and supports children's learning appropriately, with reference to their age, stage of development and individual needs. Staff use assessment effectively to inform children's next steps and to identify gaps in learning. Where there are gaps, or where children have special educational needs and/or disabilities, staff use targeted strategies well to help children catch up swiftly. Children make secure progress from their starting points.

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Curriculum and teaching Expected standard

Communication is a focus in the setting. Staff use Makaton signing to support children to express their needs and ideas. Songs, stories and narration during play help children to hear and practise new and familiar words. Children become confident in their communication through a variety of means. Staff teach children mathematical skills and understanding of number well. Children learn social and personal skills as they play together. They develop their independence, manage their personal care and help with tasks, such as clearing their plates after mealtimes. Staff support children's physical development and stamina through regular play in the garden and trips within the local community.

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What it's like to be a child at this setting

Children flourish in this nurturing and inclusive environment where they feel safe, valued and well cared for. They are happy and motivated to learn as they engage in activities and routines at nursery. Children build secure relationships with both their key person and all staff, who remain with them for the duration of their time at the setting. Children arrive happy and quickly settle with staff who care deeply about them. Staff know the children well and are quick to adapt the activities to meet the needs of the children. This ensures all children, including those with barriers to learning, are able to make secure progress. As a result, children demonstrate a clear sense of belonging and are confident young learners.

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What it's like to be a child at this setting

Children enjoy learning and sustain high levels of concentration in activities that they eagerly join. For example, babies smile and giggle as they roll balls down tracks, repeating the word 'ball' with staff. Staff weave literacy and communication naturally throughout the day, helping children apply their learning in meaningful ways. For example, children share books, make marks and name colours with pride. Staff know the children well. They support and skilfully help the children to make meaningful connections and build securely on what they already know and can do.

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What it's like to be a child at this setting

Children understand expectations and regulate their emotions effectively. Mealtimes, transitions and group activities are calm, purposeful and sociable. This allows children, including those who face barriers to their learning, to make progress in their communication skills. Children behave well and demonstrate kindness and respect towards others. Children benefit from the positive relationships leaders and staff build with all families. Together, they work to support the best outcome for every child. Children access flexible settling-in sessions until they are emotionally secure. Staff continue to work with families, other settings and professionals as children grow and develop. This ensures their changing needs are swiftly addressed. All children leave the setting well prepared for the next stage in their learning journey.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Mini Montesaurs Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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Next steps

Leaders should continue to support staff in making adaptations to meet all children's needs during learning opportunities. Leaders should continue to boost staff's confidence in their knowledge and skills to support their teaching and quality interactions with children even further.

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About this inspection

The inspectors spoke with children, leaders, the designated safeguarding lead, the special educational needs coordinator, staff and parents during the inspection.

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About this inspection

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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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