The Village Montessori Nursery School

The Village Montessori Nursery School - Birtley The Village Montessori Nursery School, 27 York Road, Birtley, CHESTER LE STREET, County Durham, DH3 2BD

p.1

Inspection date

Previous inspection date 06/11/2012 Not Applicable

p.1

early years provision

This inspection: 1 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 1 The effectiveness of the leadership and management of the early years provision 1

p.1

This provision is outstanding

 The exceptional educational programmes are underpinned by the practitioners' high expectations of themselves and the children, and expert knowledge and understanding of how children learn.  Excellent relationships are established with parents making a very strong contribution in enabling all children to make excellent progress in relation to their starting points.  The highly professional Principal carefully monitors all aspects of the provision, resulting in high quality care and education, which meets the needs of all children extremely well.  The exciting environment, including the outdoor area, provides rich and varied experiences.  Staff promote all areas of children's learning exceedingly well, with a particularly strong focus on the programme for personal social and emotional development and communication and language.  Secure bonds are seen throughout the nursery as a result of the inspirational

p.1

This provision is outstanding

interactions between adults and children.

p.1

Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

p.2

Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector observed activities within all areas of the group.

p.2

Inspection activities

 The inspector met with the Principal and nominated person. They discussed a range of subjects and looked at records and policies.  The inspector talked with staff children and with parents.  The inspector fed back to the Principal and the nominated person.

p.2

Information about the setting

The Village Montessori Nursery was registered in 2012. The nursery operates from a semi- detached house in Birtley. The nursery serves the local area and has strong links with the local school. The nursery is accessible to all children and there is a fully enclosed area available for outdoor play. The nursery opens Monday to Friday, for 49 weeks of the year, excluding bank holidays. Sessions are from 7.45am until 5.45pm. Children are able to attend for a variety of sessions. The nursery is registered on the Early Years Register. There are currently 40 children attending who are within the early years age range. The nursery provides funded early education for children aged two-, three- and four-years. It supports children with special educational needs and/or disabilities.

p.2

Information about the setting

The nursery employs 11 members of childcare staff. Of these, six staff members have early years qualifications at level 3. Four members of staff hold Early Years Professional Status. The nursery receives support from the local authority.

p.3

To further improve the quality of the early years provision the provider should:

 enhance existing opportunities for staff to monitor and evaluate their own practice, for example, through undertaking peer observations.

p.3

who attend

Practitioners have highly comprehensive knowledge of the learning and development requirements within the Early Years Foundation Stage. They have an excellent understanding of child development and provide wonderful activities to enhance children's learning. Consistent observations and precise assessments of each child's progress, which include clear reference to the prime and specific areas of learning, are used to accurately identify children's next steps. As a result, children make significant progress from their starting points and any gaps are closing rapidly.

p.3

who attend

Children thoroughly enjoy their experiences at the nursery and are very eager to engage with staff and peers. The fantastic environment is accessed by a highly effective free-flow system where children delight in using outdoor learning opportunities. Practitioners have focussed on this, ensuring that all children, including those not yet mobile, are able to venture out and investigate at their own pace. For example, children initiate activities with staff which involves moving in various ways. They explore with great interest how the leaves fall from the trees and are actively involved in sweeping these up to allow other children to access the activities. Children are engrossed in painting firework pictures by splashing paint. Practitioners recognise the benefits of this and use the outdoor spaces exceptionally well to promote all areas of learning. Children are delighted as they enjoy watching others and then participating themselves.

p.3

who attend

Inside children make biscuits for dinner as they measure the ingredients and mix together, extending their use of mathematical language and understanding. With practitioner support, they are proud to lead and extend their own activity by adding more water and more flour to the mixture. Children lead their own activities as they ask for number and letter games. They involve other children as they count the bears onto the numbers and look at letters and link the sounds to their own names and those of their peers and staff. This is typical of the fantastic experiences children are offered and highlights the strong focus staff place on exploring and investigating whilst allowing children to interact and lead their own activity. As a result, children are able to initiate and extend their learning as they want to, with a practitioner stepping in when appropriate to drive the activity forward and add in extra challenge. The way in which the practitioners steer the conversations

p.4

who attend

with children is exceptional. They include all children around the table as they each listen to what others have to say and develop their confidence in speaking in a group. Other children watch the activity and staff simply pull up another chair for them to join in so that they are immediately engaged.

p.4

The contribution of the early years provision to the well-being of children

The whole nursery is homely and child-friendly with brightly coloured displays and posters providing a welcoming environment. Staff are remarkably warm and caring which promotes children's confidence and sense of belonging. The key person system is highly effective in supporting individual needs because staff take time to get to know all the children exceptionally well. Secure bonds are seen throughout the nursery due to the excellent interactions between adults and children. In the baby room, even the youngest of children communicates intently with their key person. Babies fixate on the practitioner's face, as she uses lots of eye contact and facial expression while talking.

p.4

The contribution of the early years provision to the well-being of children

Practitioners ensure that they get to know the children and their families exceptionally well. Initial information about children's likes, dislikes and starting points is obtained from parents and useful information about the day's events is given at the end of the session. This is continued as practitioners successfully share accurate and regular information about children's progress with parents and encourage them to bring information to the staff. As a result, parents are fully involved and helped to support children's learning, both at home and in the setting.

p.4

The contribution of the early years provision to the well-being of children

Children appear very much at home in their surroundings and are becoming aware of safety. They learn to take risks as they master the climbing wall, fully aware that this is not to be used unless staff are close by. This practice is supported meticulously by the staff, who ensure that children are managing their own risks in the safest and most independent ways. Staff are excellent role models. They use consistent strategies and age and stage-appropriate explanations to provide children with a clear understanding of acceptable behaviour. They encourage good manners and help children to take care of their environment and resources by tidying up together when they have finished playing.

p.4

The contribution of the early years provision to the well-being of children

Children develop independent self-care skills with great confidence. They use the toilet with poise, asking for help when needed, while those in nappies receive appropriate and effective care. Balanced and nutritious meals and snacks are provided by the setting. Children take great pride when choosing different fruits at snack time, serving themselves and pouring their own drinks. These skills support children's next stage in their learning, preparing them for their transitions both within the nursery and on to other settings and school.

p.4

provision

Children's well-being is strongly safeguarded as the Principal gives safeguarding very high priority and makes sure all staff working in the setting, are fully aware of their responsibilities. The Principal has robust procedures for recruitment, vetting and induction to assess the suitability of staff working with children in line with the safer recruitment guidance. All staff attend safeguarding and first aid training. Thorough and recently updated safeguarding policies and procedures are known by staff and underpin the excellent practice. They clearly understand their responsibilities, such as placing their mobile phones in the office during working hours. Anyone unknown to staff is questioned as they approach the building as they fully recognise the safety of children is paramount.

p.5

provision

The leadership and management is exceptional. The highly inspiring Principal constantly reviews and assesses practice, policies and procedures, enabling the setting to run highly effectively. The extremely dedicated and enthusiastic staff team attend weekly meetings where they discuss all aspects of the service they provide. In addition, management planning meetings support them in identifying and carefully monitoring the learning and development requirements for each child and enable them to quickly identify if any child requires additional help.

p.5

provision

The nursery has established strong links with other agencies, including the local authority, to support children as required. The nursery shares strong links with local schools. Parents are supported with information about schools in preparation for their child's eventual transition.

p.5

provision

Staff are highly skilled and continue to develop as they are encouraged to gain further qualifications and extend their knowledge, improving outcomes for children. In-house training is also used to enhance practice. However, there is scope to enhance this further, for example, through the use of peer observations. As part of their ongoing self-evaluation the views of staff and parents are obtained and acted upon. The nursery team have an accurate view of their setting. They are able to identify their key strengths and recognise how further development will enhance their already high quality service. Highly complimentary parent and carer feedback during the inspection highlights they are delighted with the service they receive and are incredibly happy with how well their children are progressing. Parents receive a wealth of information regarding the service and educational programme. They are invited to attend settling-in events, curriculum evenings

p.5

The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

p.6

Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

p.6

Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

p.6

Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

p.6

Setting details

Unique reference number EY441567 Local authority Gateshead Inspection number 799318

p.7

Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 28 Number of children on roll 40 Name of provider VMNS Limited Date of previous inspection Not applicable Telephone number 0191 4111999

p.7

Type of provision

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

p.7

Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

p.7

Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

p.7

Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

p.7

Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.9

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.9