East Lane Montessori

East Lane Montessori 128 East Lane, Wembley, Middlesex, HA0 3NL

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Inspection date

Previous inspection date 12 May 2016 30 May 2012

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Children are making good progress in their learning. They enjoy exploring the Montessori materials on offer. Younger children proudly show how they use resources, such as beads, to help their counting skills. Older children show how they can write their own name and many are beginning to form sentences.  Staff complete individual assessments of children on a regular basis. They effectively use the information gathered from these to inform the planning. They monitor children's progress and identify gaps where children may need extra support.  There are good procedures in place to support children who have special educational needs or disability. Staff understand the importance of working closely with parents and other professionals involved in children's lives so that consistency in children's care and learning is provided.  Parents are complimentary about the staff and the service that they provide. They are

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This provision is good

invited to attend workshops to discuss various aspects of children's development, such as promoting positive behaviour.  The provider continually reflects on the learning experiences provided to children, reviewing the resources used and seeking ways in which to enhance children's learning. The provider welcomes the views of parents to drive improvements forward.

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It is not yet outstanding because:

 Although children make good progress, staff do not always plan adult-led group times in enough detail so that the younger and the most able children's progress accelerates even further.  Even though performance management arrangements are in place, these are not precisely focused on further supporting staff to reflect on the quality of their teaching practice and how to raise children's achievements to the highest level.

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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

 enhance the planning of group activities so that teaching is even more effective to fully promote the younger and the most able children's rapid progress  extend opportunities for staff to reflect on their practice and sharpen the focus on strengthening the quality of teaching even further.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector spoke to the provider, staff and children at appropriate times throughout the inspection.  The inspector carried out a joint observation with the provider and a senior member of staff.  The inspector looked at children's records, planning documentation, and a range of other documentation, including policies and procedures.  The inspector checked evidence of the suitability and qualifications of staff working with the children.  The inspector took account of the views of parents spoken to on the day of the inspection and from written feedback left with the manager.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The arrival and collection times of children are well managed so that they are kept safe. At these busy times, staff are deployed effectively to ensure that children are well protected. Staff know the procedures to follow if they are concerned about a child's welfare. New staff, students and volunteers complete detailed induction programmes. Team meetings, along with supervision meetings, appraisals and staff training, support them to understand their roles and responsibilities. The provider has recently implemented a system to monitor the progress of different groups of children, including those who speak English as an additional language. Where any gaps in their development are identified, targeted teaching is put in place to help children's progression.

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Quality of teaching, learning and assessment is good

The well-qualified staff sit alongside children during their exploration of the Montessori resources. They encourage children to complete tasks which promote their concentration skills. Children's interest and imaginative play are well supported. For example, staff help children to set up a beauty parlour. Children become excited to join in and they pretend to use the cash register and give adults appointment cards. Outdoors, children relish exploring water. Good discussions about how objects are sinking or floating help children to make connections in their learning. Children enjoy listening to stories and singing favourite songs. However, at times, group activities involve many children and some become less interested in the activity provided.

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Personal development, behaviour and welfare are good

The key-person system contributes to the continuity of care that children experience, so that they feel secure and settled. Staff work closely with parents to build a picture of each child's likes and dislikes. They encourage good behaviour and children learn to treat each other with respect. Children readily take turns using the cars and bikes and know where to park these when they are finished playing with them. Staff work closely with parents to help develop children's independence with their personal care. Healthy snacks are provided. On special occasions, children enjoy taking part in a charity walk and having picnics outdoors. They are provided with certificates and medals to take home. This helps to promote their sense of self-esteem and their understanding about caring for others. Children benefit from plenty of time playing outdoors. They learn how to play safely, such as when they climb onto and jump from the crates.

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Outcomes for children are good

Children play cooperatively together. They solve problems during their imaginative play and decide who will take on different roles. Children's literacy knowledge is well supported through a variety of teaching strategies, such as using photographs from home to inspire children's early writing. Books are easily accessible, including some in children's home languages, supporting children's early interest in reading. All children make good progress, including those who have special educational needs or disability. They develop key skills needed for the next steps in their learning, such as starting school.

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Setting details

Unique reference number EY222681 Local authority Brent Inspection number 1024275 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 50 Number of children on roll 87 Name of provider Anila Ashok Pajpani Date of previous inspection 30 May 2012 Telephone number 02089086032

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Setting details

East Lane Montessori was registered in 2002. It is one of three nurseries operated by the provider. There are eight members of childcare staff. Of these, four hold appropriate Montessori teaching qualifications. Two further staff members hold appropriate early years qualifications at level 3 or above. The nursery opens from Monday to Friday during term time only. Sessions are from 8.50am until 3pm. The nursery provides funded early education for two-, three- and four-year-old children. It supports children who have special educational needs or disability and children who speak English as an additional language.

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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

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

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