Prestwood Infant School

Website: www.ofsted.gov.uk This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated. Caterpillars Montessori Nursery School Inspection report for early years provision

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Unique reference number 110247 Inspection date 19/01/2009 Inspector Carol Patricia Willett

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Setting address Appleton Hall, West Green Road, Hartley Wintney, Hook, Hampshire, RG27 8RE Telephone number 01252 844706 Email angela@caterpillarspreschool.co.uk Type of setting Childcare on non-domestic premises This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration whichever is the later, which require Ofsted or the provider to take action in Annex C.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

Caterpillars Montessori Nursery School opened in 1996. It operates from two rooms in Hartley Wintney's village hall and has the use of an enclosed outside play area. The group serves the needs of families in the area and the intake reflects the local community.

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Description of the setting

The group is registered for 38 children aged from two to under five years on the Early Years Register, although children are usually aged two years six months before being offered a place. They are also registered on the compulsory part of the Childcare Register. There are currently 52 children in the early years age group on roll. This includes 43 funded children. The group supports children who have learning difficulties and/or disabilities and children who speak English as an additional language.

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Description of the setting

The group opens Monday to Friday during school term times. Sessions are from 9:30 to 12:30 and 12:35 to 15:30. Children attend for a variety of sessions, mornings, afternoons or all day, and are able to stay for lunch. A holiday club operates during the summer holidays for a period of time.

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Description of the setting

Nine part-time staff work with the children. The proprietor and manager have level 4 Montessori qualifications and one member of staff has an early years foundation degree. All other staff have level 3 early years Montessori qualifications. The setting receives support through the pre-school development worker and a teacher mentor from the Early Education and Childcare Unit.

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Overall effectiveness of the early years provision

Overall the quality of the provision is outstanding. Children make very good progress in their learning and development. They are confident, highly motivated and excited to learn as they busily occupy themselves in the well organised nursery school. The proprietor and manager create a strong ethos of continual development through an effective self-evaluation system in order to improve all aspects of the provision. Staff have robust systems in place to ensure children's health, welfare and safety are promoted. Inclusive practice is promoted within the nursery school and there are extremely strong partnerships with parents to ensure children's needs are met.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 continue to develop the self-evaluation process; put in place identified area for improvement in the outside play area and the development of links to other settings the children attend to further enhance the children's development. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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provision

Children's care, learning and development is significantly enhanced through the strong commitment to development of the skills and training needs of all staff. Staff work well together as a team under the guidance of the proprietor and manager. They are enthusiastic and committed to continually improving all aspects of the provision to develop their practice. The self-evaluation process is developing well and staff are able to contribute their ideas as they are all involved. There are good procedures in place to obtain feedback from parents and children through the leavers’ questionnaire. The continuous reflective practice ensures they are aware of the strengths and areas for improvement. For example, they have developed a snack bar system in order to enable children to be more independent and ensure playtime is continuous. There are plans to develop the outdoor area and develop effective links with other settings the children attend.

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provision

Children are well protected as the nursery school has very effective recruitment and vetting procedures. There are robust safeguarding policies and procedures and staff are knowledgeable about their roles and responsibilities. Parents can use the website to find information about policies and procedures and a copy is always available at the group. All required documentation is in place to support practice. Staff complete annual risk assessments and daily checks both inside and out enabling children to play and explore safely within the setting. They provide a continuous learning environment for all the areas of learning, and resources are stored at low levels so that children can freely access them and pack them away.

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provision

Staff develop strong partnerships with parents so they have good information about the children’s individual needs. The early allocation of a key person and flexible settling in arrangements builds a strong ethos of joint working and contributes significantly to children's confidence, sense of belonging and self- esteem. Parents receive information about their child's care at the end of the day through discussion with staff, daily communication books and a white board. The open door policy and formal parents' meetings at the end of each term provide them with opportunities to discuss children's progress and development and plan for their next steps in learning. Complaints are taken seriously and staff use these to improve and develop their practices.

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The quality and standards of the early years provision

Children are extremely confident, happy and secure as staff are very caring, experienced and knowledgeable. They make very good progress as staff have excellent interactive skills to support all children’s learning and encourage them to be active and inquisitive learners. Activities are well planned and prepared and effectively demonstrate links between all areas of learning. Most of the children are very competent as they play purposefully in a busy lively environment as the nursery school has a strong ethos of child-initiated play. Staff demonstrate a good awareness of the Early Years Foundation Stage, which they successfully blend with the Montessori curriculum. They make regular observations, recording them in the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children's learning journals and listening to the children as they play and learn. Children are highly motivated and stimulated by the excellent range of planned

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The quality and standards of the early years provision

adult-led activities based on the children's interests and their observations. For instance, the children make an ice mountain, using cornflour, salt, ice and food colouring. Interesting wall displays of the Antarctic, whales, seals and penguins and access to information books enhance the learning experience for the children.

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The quality and standards of the early years provision

Children's personal, social and emotional development is a very strong aspect in the nursery school. Children play well together, share and take turns and behave very well. Staff treat children with respect, act as good role models and provide a positive learning environment. Children form strong friendships bonds showing delight as they see their friends after the weekend, greeting them with hugs and welcoming smiles. Children learn from each other as a result of these strong caring friendships. For example, they take two pairs of scissors to the drawing table for their friend and watch and copy each other, developing their skills. Children develop a strong sense of belonging and self-esteem as staff have a very good knowledge of the uniqueness of each child. They provide an inclusive environment where all children are valued and have their individual needs met. Parents value staff's interest in their family cultures and special celebrations as they are invited in

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The quality and standards of the early years provision

to share these with the children. They all sign 'good morning' in Makaton to support children with learning difficulties and disabilities.

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The quality and standards of the early years provision

Children's welfare is well promoted. They play and learn in a very safe, welcoming environment as staff have effective checking systems in place. Staff ensure furniture and equipment is suitable and well organised, providing an enabling environment. Children are confident and have many opportunities to develop independence and their self care skills. For example, they decide when they are hungry and serve themselves at snack time, enjoying toast, cereal, biscuits and fruit. They get their own plates and cups and wash them up after they have finished. They independently use the toilet and put on their coats if they want to play outside. Children develop positive attitudes to exercise as they have access to a planned physical activity programme and yoga sessions on a regular basis. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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of children in the Early Years Foundation Stage?

How well does the provision promote inclusive practice? 1 The capacity of the provision to maintain continuous improvement.

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Foundation Stage led and managed?

How effective is the setting’s self-evaluation, including the steps taken to promote improvement? How well does the setting work in partnership with parents and others? How well are children safeguarded? 1

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Years Foundation Stage promoted?

How well are children helped to stay safe? 1 How well are children helped to be healthy? 1 How well are children helped to enjoy and achieve? 1 How well are children helped to make a positive contribution? How well are children helped develop skills that will contribute to their future economic well-being?

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Years Foundation Stage promoted?

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex C: complaint/s made to Ofsted

This section of the report includes details of any complaint/s made to Ofsted when:  we took action for the provider to meet the requirements of the Early Years Register; or  we asked the provider to take action in order to meet the requirements of the Early Years Register; or  the provider had already taken any necessary action to meet the requirements of the Early Years Register.

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Annex C: complaint/s made to Ofsted

We will not report on any complaint where the provider met the requirements of the Early Years Register or did not require any action by Ofsted or the registered provider.

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Detail of the complaint/s

Since the last inspection there have been no complaints made to Ofsted.

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Detail of the complaint/s

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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