St Mary's Summerstown Montessori Nursery School

St Mary's Summerstown Montessori Nursery School Inspection report for early years provision

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Unique reference number EY355698 Inspection date 20/06/2011 Inspector Jill Steer

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Setting address 46 Wimbledon Road, London, SW17 0UQ

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Telephone number 0208 9477359 Email maitland.1@virgin.net 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 assesses 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.

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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

St Mary's Summerstown Montessori Nursery School is one of two privately owned nurseries. It opened in 2007 and operates from a church hall in Tooting, in the London Borough of Wandsworth. The nursery is open from 9.00am to 12.30pm on Monday, Thursday and Friday and until 2.30pm on Tuesday and Wednesday during term time only. A lunch club runs from 12noon to 1pm. All children share access to a secure enclosed outdoor play area. The nursery is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. A maximum of 30 children may attend the nursery at any one time. There are currently 24 children on roll, all of whom are in the early years' age group. The nursery currently supports a number of children who learn English as an additional language as well as children with special educational needs and/or disabilities. The nursery employs five members of staff. Of these, four hold an appropriate early years qualification

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Description of the setting

to at least level 2. The registered person spends time at both settings. The nursery provides free early education for three- and four-year-olds.

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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

Children are cared for in a safe, secure and very welcoming setting where the staff team know them well and acknowledge them as unique individuals. Children therefore make generally good individual progress in the rich learning environment. The organisation of activities supports children's learning well overall. Partnerships with parents and others involved in the children's lives are fostered well to provide continuity of care and individual support. Evaluation is effective in bringing about improvements and targeting plans for the future.

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further?

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

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further?

 improve planning to ensure a balance of adult-led and child-initiated initiated play-based activities  update planning so identified next steps for all children are incorporated .

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the early years provision

All members of the staff team attend safeguarding training which, combined with clear policies and procedures, enables them to identify and manage concerns that a child may be at risk of harm. Paediatric first aid training is completed so staff can This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 manage children's minor injuries appropriately. Medical and health needs are managed well so children who are unwell are well cared for until sent home. The staff team are well-qualified and experienced and provide good support and high quality care for children. Robust systems are in place to ensure staff are suitable to work with children and to ensure that any unvetted persons do not have unsupervised access to children. Detailed risk assessments have been completed on all areas, and daily checks ensure any potential hazards to children are identified and removed. Effective processes are in place to help the staff team

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the early years provision

evaluate their provision and they clearly record what they feel their strengths are. Realistic and achievable areas for improvement are identified, demonstrating their commitment to ongoing development.

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the early years provision

All required documentation is in place and generally well-maintained for the safety and welfare of the children. Detailed polices and records underpin the good practice of the staff and inform parents of the care their children will receive. Staff work well together as a supportive and friendly team. They get to know the children and their families well so they can plan and provide stimulating environment where children are motivated to learn and develop whilst feeling safe and secure. Partnerships with parents are prioritised and regular events which include and involve the parents take place. For example, seasonal concerts are presented by the children to show what they have learned. Partnerships with other agencies such as occupational health and speech and language therapists are well developed. This meets and supports children's additional needs. Staff are well- deployed to provide good support for the children and are clear about their roles

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the early years provision

and responsibilities within the staff team.

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the early years provision

The well-organised use of space available ensures children's personal safety and well-being at all times. They move freely between the indoor and outdoor area. Low-level, open shelves are labelled with pictures and text, enabling children opportunities to make independent choices. Other resources are in clear storage boxes so children can find what they want. Children who learn English as an additional language are well provided for through the use of interpreters, vocabulary lists and additional adult support. Activities are adapted so all children can be included. Children learn to acknowledge people?s differences through activities, discussions and topics. The setting actively promotes equality of opportunity by helping children to listen to others and respect each other?s feelings.

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and outcomes for children

Children happily say goodbye to their parents each session when they arrive at the nursery and quickly find an activity to enjoy. A range of resources are prepared for them to help them settle on arrival and time is allowed for them to move around and play with their friends. For example, some go straight to the role-play areas set out as a shop where they decide who will be the shop keeper and the customer, buying and selling the items after asking how much they are. They copy This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 adults as they push the card into the machine and enter their number when asked, instead of paying with the cash. All of which helps develop their understanding of responsibility and numbers. Many activities are planned for children based around a topic originating from children's individual interests. For example, a weekly study of a variety of creatures and 'mini-beasts' leads to children painting their own

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and outcomes for children

colourful ladybirds. However, many of the focus activities are adult-led, using pre- cut shapes and work sheets which prevent children from practising and developing their skills creatively. Regular observations are recorded in children's individual profiles. These identify the next steps to help each child progress to the next stage of their development. However, these are not used effectively to inform planning.

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and outcomes for children

Planning and the environment are organised with both the Early Years Foundations Stage framework and the Montessori philosophy combined. This enables children to select their own resources and activities at times, developing their confidence and independent decision making. Children can choose whether to play indoors or outside where they can safely be more active. Daily outdoor sessions for all children allow them to run around in the fresh air, pedal bikes or throw and catch. These activities encourage children to enjoy physical activity and healthy living. Additional weekly sessions of football and ballet are organised which children practice and demonstrate at shows for their parents. Books are readily available and words are displayed around for children to become familiar with text. They practice making marks and begin to write some letters of the alphabet. Stories and singing rhymes in group sessions help develop their language and enjoyment of

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and outcomes for children

books. Children behave well and demonstrate care and consideration for others. They share and take turns during activities such as matching and naming coloured tiles, while staff provide good support and positive encouragement. Children concentrate for long periods and speak confidently with each other as well as staff. They enjoy remembering past events. They recall an outing to the farm, talking about what their favourite animal was, how big it was and that it ate from their hand.

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and outcomes for children

Topics and discussions help children find out how people live in other parts of the world. For example talking about where the healthy food comes from that they eat at snack times and additional sessions such as speaking French. They drink water whenever they are thirsty, understanding it is what their body needs to keep healthy. Good personal hygiene habits are established as children routinely wash their hands after toileting and messy play. Children learn about keeping themselves and each other safe as they play. Staff proved reminders on things such as how to carry a chair safely and cleaning up spills to prevent slips or falls. Computers and programmable toys enable children to experience modern technology and successfully develop skills for their future. 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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Early Years Foundation Stage

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 2

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Stage

The extent to which children achieve and enjoy their learning 2 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 2 The extent to which children develop skills for the future 2

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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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