Forestville Montessori Nursery School

Forestville Montessori Nursery School 34 Sun Street, Waltham Abbey, EN9 1EJ

p.1

Inspection date

Previous inspection date 18 March 2016 Not applicable

p.1

This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

p.1

This inspection: Inadequate 4

Quality of teaching, learning and assessment Inadequate 4

p.1

This inspection: Inadequate 4

Personal development, behaviour and welfare Inadequate 4

p.1

This provision is inadequate

 Children are not adequately safeguarded. The daily records of attendance are not always accurate as staff do not sign all children in and out of the nursery.  The key-person system is not used to support children's well-being as they move rooms. Staff are sometimes unsure who their key children are.  Staff do not always make consistent or accurate assessments of children's progress. They do not identify or address all weaknesses in children's learning to ensure they make suitable progress. The system in place to track children's progress is weak.  Staff do not consistently manage pre-school children's behaviour. They do not follow through guidance when children's behaviour does not meet expectations.  Teaching in the pre-school room is weak. Staff do not use effective teaching methods or plan challenging activities to help children make sufficient progress in preparation for starting school.  Staff are not always successful in engaging all parents to share initial and ongoing

p.1

This provision is inadequate

information about what their children learn at home. Staff do not identify children's starting points to inform the planning for further learning.  The environment, resources and activities do not reflect and value the diversity of children's cultures, backgrounds and experiences.

p.1

It has the following strengths

 Babies' individual care needs are well met. The baby room staff regularly reflect on the activities and environment to ensure they help to support the babies to learn and develop.

p.1

What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

p.2

Due Date

 ensure the daily registers clearly show the names and hours of attendance for all children on the premises 01/04/2016

p.2

Due Date

 improve the key-person system to ensure that older children moving rooms are fully supported as they settle and ensure all staff are aware of who their key children are 01/04/2016

p.2

Due Date

 improve the assessments and tracking of children's development to ensure all staff have an accurate understanding of children's skills and abilities and are able to swiftly identify and close any gaps in children's learning 01/04/2016

p.2

Due Date

 ensure that all staff have a good understanding of how to effectively manage children's behaviour 01/04/2016

p.2

Due Date

 plan challenging and purposeful activities and provide an enabling environment in the pre-school room, ensuring that children have continuous opportunities to make the best possible progress. 01/04/2016 To further improve the quality of the early years provision the provider should:

p.2

Due Date

 introduce more effective ways to gather detailed information about children's learning from parents when children start at the nursery and on an ongoing basis to inform planning  improve the range of opportunities available for children to learn about and respect each other's families, cultures and backgrounds.

p.3

Inspection activities

 The inspector observed activities both indoors and in the outside play area and spoke to the staff and children at appropriate times.  The inspector carried out a joint observation with the deputy manager and discussed this with her.  The inspector held a meeting with the nursery provider and manager.  The inspector looked at children's assessment records, planning documents and a range of other documents, including the safeguarding policy and procedure.  The inspector checked evidence of the suitability and qualifications of staff working with children and took account of the views of parents.

p.3

Effectiveness of the leadership and management is inadequate

The arrangements for safeguarding are not effective. Staff do not record every child's attendance at the nursery. They do not consider the risk this exposes children to in the case of an emergency evacuation. Staff are confident in their ability to recognise child protection issues. Recruitment procedures are robust with all suitability and vetting checks being made. The manager carries out supervision and appraisals to manage the performance of the staff. However, she does not review the information staff use to track children's development or the programmes of learning. Staff are well qualified and undertake further qualifications and training. However, they do not use their knowledge and experience to support children to learn well. Staff do not effectively track children's development to ensure any weaknesses in their learning are swiftly recognised and addressed. Consequently, gaps in children's learning are not being addressed.

p.4

Quality of teaching, learning and assessment is inadequate

Staff do not collect sufficient information from parents to help in accurately identifying children's starting points in learning to inform individual planning. Although observations are regularly carried out on children's learning, staff do not consistently use this information to accurately assess children's development. There are some strategies in place to share children's learning and development information with parents. However, the nursery is not successful in gaining ongoing information from all parents about what children learn at home. Staff in the baby room interact with babies well. Babies enjoy lying under a baby gym and watching as staff make the mobiles move round. Toddlers enjoy sensory experiences as they play with sand and make dough. Pre-school children demonstrate their developing understanding of the world as they look at a globe and talk about continents. However, most of the activities in the pre-school room are not

p.4

Quality of teaching, learning and assessment is inadequate

challenging enough to extend children's learning. For example, at inspection staff provided a craft activity with all the pieces already cut out and gave children only one colour of crayon to use. Children did not complete the activity and wandered around the room having disengaged from the activity. Staff support disabled children and those with special educational needs. They work closely with parents and other professionals to meet their individual needs. A large number of children attending the nursery speak English as an additional language. Staff work with parents to find out key words in their home language to help children to settle. However, staff do not provide opportunities for children to learn about each other's differing cultures and backgrounds.

p.4

Personal development, behaviour and welfare are inadequate

Weaknesses in leadership and management compromise children's safety and well-being. Babies are happy and settled as they benefit from the continuity of care from their key person. However, when children move to the toddler room they are not always adequately supported. For example, the staff are confused about who their key children are and do not know where children's transition information and assessment folders are. Staff in the pre-school room are not assertive or consistent in their approach to managing children's behaviour. This has a negative impact on children's ability to concentrate and learn. At inspection, staff asked children to stop playing a small piano in the quiet area as other children wanted to look quietly at books. When children refused, staff allowed them to carry on playing and gave no explanation about how these actions were affecting other children. Most of the children enjoy daily fresh air, being active as they ride in toy cars and

p.4

Personal development, behaviour and welfare are inadequate

use the climbing wall. Children are encouraged to be independent, for example, as they serve themselves at mealtimes and find their coats and shoes to go outside.

p.5

Outcomes for children are inadequate

Children do not make suitable progress while they are in the nursery. Some teaching, especially in the pre-school room, lacks appropriate challenge. Assessments of children's learning show that some are not working comfortably within the range of development typical for their age. Staff do not always recognise these weaknesses in children's learning, and as a result, they are not addressed. The manager has recently started to track children's progress, however, this is weak. Staff miss opportunities to help children develop the skills they need in readiness for school. They do not encourage pre-school children to develop their own creative ideas or develop early writing skills.

p.5

Setting details

Unique reference number EY471205 Local authority Essex Inspection number 977300 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 0 - 4 Total number of places 40 Number of children on roll 40 Name of provider Nadar Limited Date of previous inspection Not applicable Telephone number 07595397403

p.6

Setting details

Forestville Montessori Nursery School was registered in 2013. The nursery opens from Monday to Friday for 47 weeks per year. Sessions are from 8am until 6pm. The nursery employs eight members of childcare staff all of whom hold appropriate early years qualifications. The nursery provides funded early education for two-, three-and four-year- old children. The nursery supports disabled children and children with special educational needs. They also support a number of children who speak English as an additional language.

p.6

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.

p.6

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.

p.6

Setting details

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Setting details

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.7

Setting details

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

p.7