Orpington Montessori Preschool

Orpington Montessori Pre- School Methodist Church, Sevenoaks Road, Orpington, Kent, BR6 9JH

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Inspection date

Previous inspection date 10 November 2015 3 June 2009

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This inspection: Outstanding 1

Effectiveness of the leadership and management Outstanding 1

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This inspection: Outstanding 1

Quality of teaching, learning and assessment Outstanding 1

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This inspection: Outstanding 1

Personal development, behaviour and welfare Outstanding 1

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This provision is outstanding

 Leaders have an excellent understanding of their responsibilities. They have highly effective procedures for monitoring and supporting staff practice. For example, leaders provide regular meetings, supervision and appraisals. This promotes exceptional outcomes for children.  Staff work very closely with parents when children first start to help them settle quickly. They establish extremely supportive and trusting bonds with children to promote their sense of security and build their confidence exceptionally well.  The quality of teaching is exceptional. Staff have an excellent knowledge of all children. They offer outstanding learning experiences that meet children's individual needs extensively. Children are extremely well prepared for their future learning.  Children develop a very thorough understanding of healthy lifestyles. For example, staff develop children's knowledge of different food groups and the effects these have on

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This provision is outstanding

their bodies. Children take part in a wide range of physical experiences, such as dance classes and exceptional outdoor activities.  Staff adopt a highly inclusive approach to their work to value the uniqueness of all children and their families. For example, parents read to the children about their cultural celebrations and in their home languages. This helps children to learn to respect and value each other's differences.  Parents make highly positive comments, for example, that their children receive excellent levels of support in their learning and care.  Staff share their excellent knowledge and skills across the setting, such as delivering their own training sessions. This provides a highly consistent approach in staff practice.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 further enhance everyday opportunities for children to use technology.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning and development.  The inspector spoke with the provider, staff and children.  The inspector and provider carried out a joint observation.  The inspector examined a range of documentation, including children's records and policies.  The inspector spoke with a selection of parents and took account of their views.

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Effectiveness of the leadership and management is outstanding

Exceptional and inspirational leadership motivates the excellent staff team. Leaders have very effective processes to drive improvement and maintain a high quality provision. They rigorously monitor all children's development to swiftly identify and address any gaps in development. Staff work extensively with a range of other professionals to provide the individual support children need. This supports children to make very significant progress in relation to their starting points. Safeguarding is effective. Staff have an excellent understanding of current safeguarding practice. They have an exceptional knowledge of the signs and symptoms that would cause them concern about a child's welfare and the procedures to follow. This helps keep children safe from harm.

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Quality of teaching, learning and assessment is outstanding

Staff have an excellent knowledge of the different ways children learn and skilfully use this information during activities. For example, they use pictures, props, sounds and sign language to extend children's communication and language skills further. Staff ask questions that help children to think for themselves, taking their learning deeper. This helps keep children highly motivated and eager to learn. Staff use their expertise extremely well, such as when children very occasionally become distracted. For instance, they very quickly involve them in other activities or with tasks. Staff have highly effective processes to involve parents in their children's learning, such as an online system and termly review meetings. This helps parents to continue their children's learning at home.

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Personal development, behaviour and welfare are outstanding

Staff provide children with an inspiring environment, where they are able to follow their own interests and lead their own play. However, opportunities for children to further explore and investigate technology are at times missed. Staff talk to children in an extremely caring and sensitive manner. Children's well-being is of upmost priority. Staff very closely monitor children when they need more support and provide very caring reassurance to promote children's high levels of well-being. Children are exceptionally well behaved. For instance, they are extremely patient, take turns, and help each other. Children learn to respect each other highly and express their own views. For example, staff talk to children about their actions and how these may affect others.

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Outcomes for children are outstanding

All children, including those with additional needs, make rapid progress. Children develop excellent independence skills. For example, they prepare their own snacks, peeling and cutting vegetables and fruit. Children very confidently talk to adults and each other. These are important skills they need for their move to school or nursery.

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Setting details

Unique reference number EY387353 Local authority Bromley Inspection number 822383 Type of provision Sessional provision Day care type Childcare - Non-Domestic Age range of children 2 - 4 Total number of places 34 Number of children on roll 44 Name of provider Natural Learners Limited Date of previous inspection 3 June 2009 Telephone number 07969 690293 / 01689 856066

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Setting details

Orpington Montessori Pre-School registered in 2008. It is situated in Orpington, Kent. The pre-school is open each weekday during term time only, from 9am to 12.25pm. There are afternoon sessions on a Tuesday and Wednesday from 12.30pm to 2.30pm. The pre- school is in receipt of funding for free early years education for children aged two, three and four years old. There are nine members of staff employed to work with the children, seven of whom hold relevant early years qualifications. The setting follows the Montessori philosophy and principles, and also provides a Forest School approach to learning.

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Setting details

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.

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Setting details

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

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Setting details

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Setting details

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Setting details

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