Ladybird Montessori School

Ladybird Montessori School Inspection report for early years provision

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Unique reference number 140432 Inspection date 19/05/2010 Inspector Anneliese Fox-Jones

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Setting address Sheldon Avenue, London, N6 4ND

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Telephone number 0207 586 0740 Email kktse@btinternet.com Type of setting Childcare on non-domestic premises 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as

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you give details of the source and date of publication and do not alter the information in any way. Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

Ladybird Montessori School, has been registered since 1990. It is privately owned and operates from one large room in a Scout hall, situated in a residential area in Highgate, in the London Borough of Haringey. There is access to a secure enclosed outdoor play area. The nursery is open Monday to Friday from 9.30am to 12.30pm term time only.

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Description of the setting

The nursery is registered on the Early Years Register to care for a maximum of 24 children from two years to the end of the early years age group, of these, not more than nine may be under three years at any one time. Children attend on a sessional basis. There are currently 24 children on the roll. The nursery provides funded early education for three and four-year-olds.

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Description of the setting

The group employs five permanent members of staff working with the children. All of these hold appropriate early years childcare and Montessori qualifications. The group receives support from the Local Authority, they are members of the Montessori Association and the Pre-school Learning Alliance. The nursery follows both the Montessori curriculum and the guidance for the Early Years Foundation Stage.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Staff work exceptionally well as a team and have an excellent understanding of the Early Years Foundation Stage enabling them to deliver a stimulating learning environment, where children make outstanding progress in many areas. They actively use their knowledge of each child to ensure that their needs are consistently met and they are offered a wealth of activities that successfully promote children's welfare and learning, thus making sure everyone enjoys their time at this fully inclusive nursery. The staff form exceptionally strong relationships with parents to keep them informed and feel part of their child's ongoing development. The group have a positive attitude to self-evaluation, continuously reviewing their work and obtaining ongoing feedback from parents. This enables them to build a comprehensive picture of their service and prioritise areas for development, thereby providing a service which is responsive to the children's

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The overall effectiveness of the early years provision

needs. These processes are further enhanced by the secure partnerships with other professionals, in order to raise outcomes for children.

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further?

To further improve the early years provision the registered person should:

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further?

 promote the good health of children further, with particular regard to the cups on the drinks tray  develop the observation and assessment procedures further, to highlight This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children's learning priorities and match these to the expectations of the early learning goals.

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the early years provision

Children are cared for by long-standing staff who have relevant experience, qualifications and skills to do their jobs. Consequently staff are motivated in their roles. The setting has comprehensive policies and procedures in place which are available to all parents and ensure that it is managed safely, efficiently and in the children's best interest. Documentation is appropriately organised and is effective in supporting operational practice. The staff operate an effective key worker system to promote the feeling of security within the group and build on the intimate, friendly feel that prevails throughout. Children are well safeguarded as adults are vetted for suitability and staff work with an understanding of effective working practices. Children are supported very well by adults as they play and decide what to do. Their safety is enhanced as the setting uses effective daily safety checks of the environment and thorough risk assessments to reduce

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the early years provision

hazards. Children are able to play safely while still being independent and moving freely. As a result children can use a range of indoor equipment with confidence and freely access the outdoor area to enhance their learning and broaden their experiences.

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the early years provision

Children's care and learning is enhanced because the nursery staff have a clear sense of direction. The staff team work hard each day to organise a stimulating, nurturing and accessible learning environment that reflects rich, varied and imaginative experiences appealing to the individual needs, likes and interests of all children. Children are happy and confident in their play and develop a strong sense of belonging as they feel included and welcomed into the setting. Children benefit from the easy access to a wide range of resources, set out in Montessori style learning areas so as to stimulate their interest and promote the development of independence skills and self-exploration. The resources and equipment are maintained in good condition so that they are attractive and safe for children. Staff are well-deployed as they successfully engage with children at all times. They work closely as a team and make good use of regular evaluation methods to monitor

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the early years provision

their provision and reflect on their practice. The group have addressed the recommendations made at their last inspection and are positive about making future improvements.

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the early years provision

Children benefit from the excellent partnerships established with parents and the developing links with other professionals. This significantly contributes to children's well-being. Staff have a good knowledge of each child's needs and backgrounds and value diversity of individuals and communities. Parents are provided with excellent information about the nursery. For example, there is an informative entrance hall and notice boards, they receive information on the Early Years Foundation Stage and regular newsletters including details about future events and projects. Parents have regular opportunities to meet with staff and discuss their children's progress on a one to one level. They actively share and contribute to their child's learning and development files and receive written reports. Through This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 discussions with parents it is evident that they are completely happy with the care

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the early years provision

and education their children receive. They have high levels of appreciation and respect for the provision. Consequently, the effectiveness of the settings engagement with parents is an outstanding feature of the provision.

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and outcomes for children

Children make excellent progress in the setting as they access play and learning opportunities which are a balance of adult and child-initiated. The setting has a good understanding of the starting points of each child and effective observations are used to monitor the progress that children make. Staff use a variety of methods to ensure that any assessments or tracking information is used to plan the next steps in children's learning. However, it is not made clear in the evidence how these assessments clearly link to the expectations of the early learning goals. Nevertheless, the information collated by the setting is of high quality and allows children's progress to be understood and future needs to be accommodated. This ensures that children are interested in what they do and face appropriate challenge. Staff support the individual choices made by children well, as a result children play with water, sort and count with various objects, enjoy role-play, use

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and outcomes for children

mark making equipment or play outside. The setting has a very good understanding of the Early Years Foundation Stage and how young children learn. All areas of learning are given good attention as staff ensure that children can play in a way that suits their age and level of development. Outcomes for children are promoted very well by the setting. Children enjoy making choices as they decide what they want to do. They use their time in the setting very well and show a willingness to explore possibilities for themselves. Children acquire skills and abilities which are appropriate to their age and their progress ensures that children are prepared well for future learning needs.

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and outcomes for children

Children thrive in this secure, stimulating and inclusive environment. They arrive to find an interesting range of activities to choose from. Staff effectively follow children's interests and develop their ideas through the implementation of mini- topics. For example, children are excited to watch the hatched chicks in the classroom, as they explore the lifecycle of the chicken through various activities. They are happy and busy as they move between the indoor and outdoor environment. There are various opportunities for children to explore creatively, expressing their own ideas in painting and investigating natural materials and various media. Children have many opportunities to experience music and imaginative play. They benefit from regular visits by various peripatetic teachers in French, drama/movement and computers. Children have many opportunities to development their communication, language and literacy skills. As children are

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and outcomes for children

given many experiences to build on what they can already do and to develop their ability to communicate and concentrate in an environment rich in language, singing, preparation for early writing and books. Children use a wide variety of toys and equipment to help them progress in their numeracy and problem solving. They count within daily routines and play, for example, when sorting toys and using number symbols on the walls and puzzles to reinforce their understanding of number. Through their play they learn to respect different cultures and how people This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 celebrate individual traditions all over the world.

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and outcomes for children

Children's well-being is prioritised by staff who ensure that children keep safe and healthy whilst in their care. They are developing important personal hygiene skills as they wash their hands at appropriate times throughout the session. The group promotes healthy eating, offering regular drinks and fresh drinking water is freely accessible at all times. However, the organisation of cups already used by children does not fully ensure that the necessary steps are taken to prevent the spread of infection. Nonetheless, children are kept safe because staff maintain effective safety precautions of the premises to ensure potential risks to children are minimised. The nursery staff are well prepared to teach children about keeping safe. For example, as they learn how to use resources effectively and safely, such as scissors. Children display exemplarily behaviour and they show an excellent awareness of responsibility. Consistent praise and encouragement ensures that

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and outcomes for children

children develop high levels of self-esteem. Staff effectively and positively reinforce sharing and respecting each others feelings. As a result, they mix well with their peers and play harmoniously throughout the session. 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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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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Stage

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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