Papillon Montessori 1

PAPILLON MONTESSORI PRE SCHOOL Inspection report for early years provision

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509135 Unique Reference Number 12 December 2007 Inspection date Victoria Vasiliadis Inspector

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Headstone Lane, Harrow, Middlesex, HA2 6NF Setting Address

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E-mail

D VITHLANI Registered person Integrated Type of inspection Full day care Type of care

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E-mail

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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ABOUT THIS INSPECTION

The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage. The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.

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The key inspection judgements and what they mean

Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough

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The key inspection judgements and what they mean

For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are inadequate - notice of action to improve. The registered person does not meet the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

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WHAT SORT OF SETTING IS IT?

Papillion Montessori Pre School was registered in 1997. It operates from a sports pavilion at the Old Millhillians Rugby Club in Harrow. The group opens five days a week during school term times. Sessions are from 09.30 to 15.30. Children attend all day or either morning or afternoon sessions.

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WHAT SORT OF SETTING IS IT?

There are currently 21 children on roll, of which 13 are in receipt of funding. The setting supports children who speak English as an additional language.

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WHAT SORT OF SETTING IS IT?

The setting employs four staff to work directly with the children, of these, three hold appropriate child care qualifications including the manager.

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WHAT SORT OF SETTING IS IT?

The setting receives support from local authority and are members of the Pre-School Learning Alliance.

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WHAT SORT OF SETTING IS IT?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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Helping children to be healthy

The provision is satisfactory. Children enjoy snacks that are well-balanced and nutritious, for instance, carrot sticks and seasonal fruits. Meal times are suitably organised and a sociable event. The children enjoy talking to peers about their likes and dislikes and comparing foods. Children learn about the significant health benefits of eating particular foods. For example, children are told that carrots will help their eyes to be bright and shiny and fruit will make them grow strong. However, there are no systems in place to monitor if children's lunches are heated to correct temperatures, which would avoid incidents of food poisoning.

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Helping children to be healthy

Children's health within the setting is supported appropriately by staff who have a suitable knowledge of the provision's health and hygiene procedures. For example, tables are cleaned with antibacterial solution before and after meal times. The hygiene procedures maintained enable children to be cared for in an environment that reduces the risk of infection. Children are protected from cross-contamination as they do not attend if they are unwell with contagious illnesses. Appropriate procedures are in place for the recording of accidents and administering medication.

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Helping children to be healthy

All children have access to the large playing fields. The children enjoy going for walks in this area and participate in physical activities, such as jumping, stomping and running. In addition, gym sessions and music and movement sessions take place throughout the week, where children are able to practise and develop their large motor skills and improve their health.

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Protecting children from harm or neglect and helping them stay safe

The provision is inadequate. Children's safety and welfare is compromised as a result of some of the staff's limited understanding of child protection issues and how to implement appropriate safeguarding children procedures. There is a clearly written Child Protection statement in place but not all staff are familiar with its content, in particular the procedures to deal with allegations against staff.

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Protecting children from harm or neglect and helping them stay safe

Children are cared for in an environment that is relatively safe. However, staff have not taken sufficient steps to ensure the fire exit doors are not obstructed whilst the group is in operation. The identified fire exit is fitted with a bar and bolts, this could pose as a potential risk to children if they need to leave the premises in the event of an emergency. Also, the fire evacuation procedures are not clearly displayed and do not identify an assembly point.

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Protecting children from harm or neglect and helping them stay safe

Children benefit from the welcoming surroundings as staff greet them and their parents warmly, helping children to feel secure and content. Children have access to resources and equipment that are safe and well maintained. The children are able to sit and eat in comfort as there are sufficient tables and chairs in place. There is also a quiet area should children wish to relax or read in the book area.

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Protecting children from harm or neglect and helping them stay safe

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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Helping children achieve well and enjoy what they do

The provision is good. Children arrive happy and eager to participate. They are familiar with the adults and nursery routines which helps them feel secure. Children have a suitable selection of toys and resources appropriate to their age and stage of learning. The Montessori approach to learning supports children in making choices in their play, as they explore and engage in an interesting range of toys and activities.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. Children are motivated and engaged through a good range of stimulating, interesting and relevant activities related to their needs. They have access to a good selection of resources, which support their learning. The environment is set up to encourage children to be involved in various activities and the staff are well deployed. The staff extend children's vocabulary and thinking by asking open-ended questions.

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Helping children achieve well and enjoy what they do

Staff have a sound understanding of the Foundation Stage, and are developing greater skills and knowledge through training. Staff conduct regular observations which are used to complete children's developmental progress. However, dates of children's achievements are not consistently recorded. Long, medium and short term planning is in place and based on the six areas of learning, but planning does not clearly link to or identify the next steps in children's learning.

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Helping children achieve well and enjoy what they do

Children are confident, happy and eager to participate in activities. They are able to self select and use resources independently; they make their individual needs known. Children are engaged to a high level in their chosen activities and concentrate well on their tasks. For example, a small group of boys use the building bricks to construct towers and to represent their 'sports cars'.

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Helping children achieve well and enjoy what they do

Children are confident speakers and engage in conversations with each other and adults. They are confident about handling books and have a developing understanding of the purpose of written language in their environment. Different areas of the setting are labelled, such as the sensorial area, practical life area and mathematics area. The children enthusiastically listen to and are involved in stories told to them by staff. For example, the children thoroughly enjoyed the story of the 'red hot chilli' which was told to the children in English and French.

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Helping children achieve well and enjoy what they do

Children have good opportunities to use numbers. The staff encourage the children with mathematical problems through a range of practical activities. For example, children are encouraged to count the number of children present and the numbers of trees they see when out walking. During singing they participate in simple addition and subtraction as they count how many sausages there are when one is added or another taken away. Children listen to and use language to describe and compare shape, position, size and quantity in everyday situations.

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Helping children achieve well and enjoy what they do

The children generally play well together, are kind and considerate towards each other, share what they have and take turns. They learn about the world they live in as they acknowledge and celebrate various festivals, for example, Diwali and Christmas, but there are insufficient opportunities for children to learn and understand how and why objects work.

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Helping children achieve well and enjoy what they do

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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Helping children make a positive contribution

The provision is good. Children's spiritual, moral, social and cultural development is fostered. The children are developing confidence and self-esteem as they explore their environment independently. Children are finding out about the world in which they live as they celebrate festivals, such as Christmas and Diwali. They have opportunities to hear and speak other languages apart from English. The setting has a sufficient understanding of the needs of children with learning difficulties and/or disabilities. There is a Special Educational Needs Co-ordinator present and written policies are in place to support practice.

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Helping children make a positive contribution

In the main, children are generally well-behaved and they know what is expected of them. For example, when children are told it is tidy up time, most respond and help to clear up the toys and organise them into boxes. Staff's management of children's behaviour is appropriate, and children are consistently praised for their efforts and achievements. Children are encouraged to be kind and considerate towards each other and learn to take turns and to share.

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Helping children make a positive contribution

Partnership with parents and carers is good. Children benefit from the good relationships between their parents, carers and staff. Information about some of the setting's policies and procedures is displayed in the parents' area; staff share daily verbal information with parents about children's care and activities, also parents receive regular newsletters to keep them updated. Twice yearly informal parents' days take place to keep parents informed of their child's developmental progress, both in the Montessori curriculum and the Foundation Stage. In addition, parents may request informal meetings throughout the term to discuss their child's progress with the key worker. Written information about the Montessori curriculum, Foundation Stage and the Birth to three matters framework is available to parents.

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Helping children make a positive contribution

Parents report that they are happy with the service provided.

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Organisation

The organisation is inadequate. The leadership and management of the nursery is good. Staff are clear about their roles and responsibilities and as a result, the day runs smoothly for the children. Staff are deployed effectively to ensure children are supervised and engaged in meaningful play. The manager works directly with the children and provides a positive role model to staff. The manager is committed to staff development and encourages staff to increase their skills through further training.

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Organisation

The setting has in place most of the required legal documents relating to the National Standards. A record of children's daily hours of attendance is not sufficiently maintained. As a result, children's safety is at risk in case of an emergency. This is a breach of regulation. The manger of the setting has not been approved by Ofsted and has not completed the appropriate checks.

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Organisation

Overall, adequate recruitment procedures are in place to ensure staff are suitably qualified and vetted. However, these are not always rigorous which results in some incomplete background details. Children are not sufficiently safeguarded as some of the staff do not have a clear understanding of child protection issues. This affects the safety and care of the children and therefore, the inspection is judged as inadequate. The setting does not meet the needs of the range of children for whom it provides care.

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Organisation

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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Improvements since the last inspection

At the last care inspection, the setting was required to conduct risk assessments, review daily routines, devise written procedures for lost and uncollected children, gain knowledge of the Code of Practice, to ensure children with special needs have access alongside their peers to facilities and play opportunities and to ensure Ofsted is notified of staff changes. The setting have achieved most of these requirements which has resulted in children's individual needs being met and staff's understanding of children with learning difficulties and/or disabilities improved. However, Ofsted have still not been notified of significant events.

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Improvements since the last inspection

At the last funded inspection, recommendations were made in relation to short term planning and the provision of a broad and balanced curriculum and for opportunities for children to develop their imaginative and creative play. Children now have access to a broad and balanced curriculum which ensures they are making sufficient progress. However, planning still needs some development and has again been raised as a result of this inspection.

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Complaints since the last inspection

Since 1 April 2004 there have been no complaints made to Ofsted that required the provider or Ofsted to take any action in order to meet the National Standards.

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Complaints since the last inspection

The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are inadequate - notice of action to improve. The registered person does not meet the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

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The quality and standards of the care

To improve the quality and standards of care, the registered person must take the following actions: • ensure Ofsted is notified of significant changes, in particular those relating to the management of the setting • ensure the registers of attendance record accurately children's arrival and departure times • ensure that all staff have a clear understanding of Local Safeguarding Children Procedures, including what action should be taken in the event of an allegation against staff • comply with any recommendations made by the Fire Safety Officer and ensure fire exits are not obstructed and easily opened • ensure that there are effective procedures in place for checking that staff are suitable to work with children

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The quality and standards of the care

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 These actions are set out in a notice of action to improve and must be completed by the date specified in the notice.

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The quality and standards of the nursery education

To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s): • develop planning, evaluation and assessment to include the dates of children's achievements and the next steps in children's learning • strengthen the programme for knowledge and understanding of the world, to ensure children have more opportunities to develop their understanding of how and why objects work

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The quality and standards of the nursery education

set out in the leaflet Complaints about Ofsted Early Years: concerns or complaints about Ofsted's role in regulating and inspecting childcare and early education (HMI ref no 2599) which is available from Ofsted's website: www.ofsted.gov.uk

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The quality and standards of the nursery education

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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