Phoenix Montessori Nursery (West Norfolk) Ltd

Phoenix Montessori Nursery (West Norfolk) Ltd Inspection report for early years provision

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Unique reference number 254224 Inspection date 14/04/2010 Inspector Melanie Calway

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Setting address Phoenix Montessori Nursery (Wn) Ltd, Oddfellows Hall, 56 Sutton Road, Terrington St. Clement, KING'S LYNN, Norfolk, PE34 4PJ Telephone number 01553 829 813 Email 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 .

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You may copy all or parts of this document for non-commercial educational purposes, as long as 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

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.

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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

Phoenix Montessori Nursery (West Norfolk) opened in 1984. It operates from three main rooms in its own purposely-converted building in the village of Terrington St. Clement. Children have access to an enclosed outdoor play area. The nursery is open each weekday from 7.45am to 6.00pm for 50 weeks of the year.

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Description of the setting

The nursery is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. A maximum of 50 children may attend the nursery at any one time. There are currently 128 children from three months to eight years on roll. The setting currently supports a number of children with special educational needs.

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Description of the setting

There are 25 members of staff, including ancillary and relief staff. All staff, who work with children, hold or are working towards appropriate early years qualifications. Two have Montessori teaching diplomas, three are training for Level 4 Montessori diplomas, three have Montessori foundation teaching assistants qualifications, one has a Montessori teacher diploma (birth to three years). Two staff have degrees and two are studying for BA degrees, one for Level 6 and one for a Level 5 degree. The setting operates in line with the Montessori philosophy and provides funded early education for three and four-year-olds.

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Description of the setting

The setting has 'Investors in people' status and the Norfolk Quality Assurance award. It received accreditation from the Montessori Evaluation and Accreditation Board and has won the Mayor's award for Business Achievement for staff development and training. The setting receives support from the local authority.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

Children's individual needs are met extremely well. The setting offers a rich and stimulating child-centred environment where children are cherished and nurtured as individuals. Children's independence is promoted particularly well and they benefit from many opportunities for active learning, discovery and exploration. Detailed observations enable staff to plan for each child's progress across all areas of learning. Excellent communication with parents keeps them in touch with their children's progress at nursery. The setting continuously evaluates it's practice and strives for improvement.

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further?

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

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further?

 develop further the partnership with parents, encouraging all parents to share information about their children's development across all areas of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 learning and to involve them further in planning the next steps for their children's progress.

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the early years provision

Children are effectively safeguarded from the risk of abuse or neglect. Rigorous recruitment and vetting procedures ensure that all staff working with children are suitable to do so. New staff are carefully monitored and work alongside a more experienced member of staff who acts as a mentor. The two managers are the designated officers for safeguarding and are trained and experienced. Staff are secure in their knowledge of how to report concerns and are made aware that they can access the information to refer any concerns they may have about children's welfare independently, if they need to. Excellent security is in place and all visitors to the nursery are checked out before being admitted. Key pad locks protect each room so that only authorised staff have access to the different areas and notices remind parents of the need to close doors behind them so as not to 'lose a child'. Rigorous risk assessment is in place and staff make daily checks on all areas

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the early years provision

before they are used by children. Children are counted in and out when they go outside to ensure that none can be left behind in corridors. Children are able to engage in activities which test their own limits but are gently reminded by staff of safety rules, for example, as they climb the tree or balance on the edge of the sand pit. Staff enable children to manage their own risk while supporting those who may need it. As a result, children develop an exceptional understanding of how to keep themselves safe through daily activities and explanations from staff. In addition, various safety topics are covered through stories and expert visitors who talk to the children about road safety and why they need to wear seat belts to further enhance the children's understanding of safety issues. Children learn about what to do in the event of a fire as regular fire drills are held and staff explain why they need to practise the evacuation.

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the early years provision

The nursery provides an attractive, rich and stimulating learning environment, which is organised very effectively to promote children's independence. Children are able to access craft resources for themselves, selecting materials and initiating their own projects, for example, children select the paper they want for a painting and then peg the paper onto the easel without any support from adults. In the 'Fledglings' room high quality low-level furniture enables babies and toddlers to pull themselves up and sit at a table together. They have room to crawl and climb, roll balls and investigate objects. Outside children can select resources from their own shed and transport items around to extend their play, for example, using upturned crates for chairs and tables in imaginary play. An outside toilet further promotes independence as children have less disruption to their play if they need to use the toilet. Fresh flowers on tables and attractive displays, including

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the early years provision

examples of children's own work make the environment very welcoming and attractive.

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the early years provision

Excellent communication takes place with parents. The 'special person' system works particularly well and is most evident in the 'Fledglings' room where the special person develops a genuine bond and attachment with their special children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 They make sure that whenever possible the special person greets and feedbacks directly to parents on a daily basis, forming a positive channel of communication between the parents and the person caring for their children. As a result, babies and toddlers are extremely well settled and parents are kept up to date. Parents' views are regularly sought and acted on. They are invited to contribute suggestions through speech bubble or leaf labels about the provision or about their children in particular. An attractive and professional brochure sets out the values and ethos of the setting and policies and procedures are made accessible for those

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the early years provision

parents who want to read them. Parents complete 'All about me' sheets so that staff have information about children's preferences and family backgrounds and home visits are offered as part of the induction process for the younger children. The setting is beginning to store staff's observations of children's play on laptops in the rooms and parents can make appointments to see these with their special person to discuss their children's progress. As the planning for individual children's next steps is not yet entered on the laptops parents are not yet sharing in the planning process. They have opportunities to exchange information on literacy skills in the notebooks which go home and often convey other information about children's development verbally. 'Travelling Ted' (a teddy and notebook which children can take away) gives parents the opportunity to keep staff informed about children's home life as they go on holiday. Excellent partnerships are in place with

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the early years provision

other providers of the Early Years Foundation Stage. Reciprocal visits take place with the teacher at the local nursery so that the setting can offer consistent and continuous care when children attend more than one setting. The setting ensures that children from all backgrounds are welcome and included and children with additional needs are supported extremely well. The setting works with parents and many other agencies to ensure that children get the best support they can, for example, through referrals and sharing expertise with services such as speech therapy. The setting constantly evaluates their practice and demonstrates a commitment to strive for excellence. This is done through the self-evaluation process, ongoing action plans and involvement with external awarding bodies such as 'Investors in people' and the Norfolk Quality Assurance scheme.

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and outcomes for children

Children make excellent progress in all areas of learning. Children are able to initiate and direct their play and are learning exceptional independence skills throughout the nursery. Staff make systematic observations of children's achievements and meet weekly to plan a programme of activities based on their observations of children's interests, achievements and the next steps for their progress, for example, topics on holidays and other countries are introduced when several children have been away on holiday and children who are demonstrating the need to run and be physically active are given more opportunities to be outside. There are many opportunities for spontaneous learning with children directing and leading the play. As a result, children demonstrate high levels of involvement as they play and concentrate well on self-chosen tasks, for example, filing the bucket of a toy trailer with sand and using the lever to empty it or

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and outcomes for children

brushing the path. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children communicate very effectively sharing their ideas and expressing their feelings. They are able to sustain long conversations and staff listen sensitively, enabling children to become increasingly articulate. Young children and babies are encouraged to communicate through the skilled use of baby signing. Babies point and use some of the simple signs to communicate with staff. Children enjoy books at all levels and babies enjoy looking at books with staff. Children are becoming familiar with print and are encouraged to write and draw. Montessori materials enable children to become familiar with how letters are formed and link sounds to letters. Writing materials are easily accessible in all areas, including the outside area and children concentrate well here, producing very skilled drawings. Children

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and outcomes for children

are able to develop problem-solving and mathematical skills as they play with natural materials and count the number of spades of sand they put in the bucket. They are becoming familiar with numerals and Montessori resources are used to develop concepts of size and shape. There are many opportunities for active investigation and exploration as they run balls and then water down a set of channels or through digging and growing activities. They learn about the local community as they go for walks in the village and the wider world through varied topics and resources on other cultures and festivals. Children use the computer confidently and take photographs, enabling them to become proficient in the use of information technology.

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and outcomes for children

Children's creativity is prized and they are able to use their imaginations as they make elaborate dens in the quiet room in 'Owls' and then send a fire engine to put out an imaginary fire or create a home environment outside using upturned milk crates. They express themselves using a range of media and examples of their work are attractively displayed throughout the nursery with their comments recorded for them by adults, showing that their work is valued and appreciated. They initiate their own projects, deciding that they will make a fan or paint some purple daffodils. Physical skills are well promoted and all children have frequent access to the outside where there are opportunities to climb or hang from the climbing frame, negotiate pathways with ride-on toys, balance on the edge of the sand pit or play with bats, balls and hoops. Children concentrate well and show high levels of involvement in their play. They are busily occupied, therefore,

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and outcomes for children

behave well. Children contribute to the rules, therefore, understand the expectations adults have of them. Staff provide positive role models and encourage good behaviour through praise and positive reinforcement. Children are developing exceptional independence skills. They help to prepare the tables for lunch, hand out cutlery and successfully serve themselves, using spoons and tongs, from dishes on the table. Even very young children successfully pour their own drinks and refill and carry the water jug through the room to their table. Children put on coats and shoes for outside play, select activities and resources and help to tidy up. They wash up their own cups after snack time. As a result children are extremely confident and self-assured. They are encouraged to develop care and respect for each other and older children are encouraged to help the younger ones. Children work and play together, form positive friendships and are

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and outcomes for children

able to negotiate for themselves without adult intervention, for example, asking politely if they can have the next turn on the computer and waiting patiently while others finish.

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and outcomes for children

Children's good health is promoted through excellent opportunities for regular This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 active outdoor play. They are learning about a healthy life style as healthy practices are adopted in the nursery and through ongoing discussion and explanation. There are very high standards in place regarding hygiene. Hand sanitiser is available at various points throughout the nursery. Children learn to wash their hands after using the toilet and before eating or preparing food and babies are taken to wash their hands before eating so that from the earliest age they are learning good habits regarding hygiene. Staff and children wear indoor shoes and shoe covers are available for visitors and staff moving between the indoor and outdoor areas to ensure that the inside environment for babies and toddlers remains clean and hygienic. A cot room is available for children to sleep in

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and outcomes for children

comfort, with individual bedding. Children benefit from a wholesome and nutritious, hot, home-cooked lunch every day. They learn to regulate their appetite as they can help themselves and this makes lunch time a positive and pleasant experience. Children's varied dietary needs are fully met and accommodated. Snacks of home made biscuits or fresh fruit are offered daily and children access fresh drinking water for themselves. Children develop an outstanding sense of feeling safe as they build up warm and trusting relationships with the adults who care for them. Babies form a genuine bond and attachment with their 'special person' enabling them to feel settled, safe and secure in the setting. Older children learn to manage risk for themselves as they play, with adults reminding them gently of safety issues when needed. Children are able to make a positive contribution as they are respected as individuals and able to make choices and

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and outcomes for children

decisions in their play and learning. They are fully involved in the life of the setting as they help to tidy up and clear away after snack and lunch and be independent. They are developing skills for the future as they make excellent progress in all areas of learning. They develop high levels of confidence and self-esteem as they learn to use their own initiative, make choices and be creative. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1 The extent to which children adopt healthy lifestyles 1 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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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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