Brasted Montessori Nursery

Brasted Montessori Nursery Brasted Pavilion, Brasted Recreational Ground, Brasted, Kent, TN16 1HN

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Inspection date

Previous inspection date 18 July 2017 30 June 2014

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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

 There are good partnerships between the manager, staff and parents. The manager and staff recognise the important role that parents play in educating their children, and parents appreciate how the routines and structure support their children's developing skills. They value the regular communication with their child's key person about their achievements.  Children behave well and feel safe. They have positive relationships with staff and with each other. This helps to support their self-confidence and emotional well-being.  Key persons offer a home visit when children first start at the nursery and they work closely with parents to find out what children can do. The information gained from regular observations of children's learning is used to plan appropriate activities to support their next steps. All children make good progress.  Older children proudly share photographs of their new schools and teachers. This helps

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This provision is good

to support their move to school. Information about their development and progress are shared with schools and other settings children attend. This helps to support a consistent approach to children's learning.

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It is not yet outstanding because:

 Occasionally, some staff do not challenge children's thinking to help extend their learning further.  Staff sometimes miss opportunities to further develop children's understanding of mathematics and mathematical language.

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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

 encourage children to use and challenge their thinking skills even more, to help develop their learning to a higher level  use all opportunities to further develop children's understanding of mathematics and use of mathematical language.

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Inspection activities

 The inspector examined a range of documents, including those relating to safeguarding children and managing their behaviour.  The inspector checked the suitability checks of the staff and looked at children's learning and progress records.  The inspector and the manager observed members of staff interacting with children and discussed their practice.  The inspector read the improvement plans and discussed these with the manager.  The inspector spoke to a range of parents and children, and took their views into consideration.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The staff understand how to keep children safe and know whom to inform if they have a concern about a child's safety or welfare. The manager has clear plans for improvement. She regularly evaluates practice and its impact on children. The environment is checked daily to make sure it is safe for children. For example, slips and trips have reduced since the grass outside was replaced with artificial turf. Children who have special educational needs are supported effectively, sometimes with guidance from external professionals. Additional funding is used well to support the most vulnerable children and to help ensure there are no gaps between their achievement and that of their peers. Children's progress is regularly monitored and any delays in learning identified. The manager takes prompt action to close any such gaps. She gives good support to her staff. They have regular opportunities to discuss their practice and training needs. They are

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Effectiveness of the leadership and management is good

encouraged to keep their skills and knowledge up to date, for instance, safeguarding training has recently been refreshed.

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Quality of teaching, learning and assessment is good

When appropriate, children successfully lead their own learning. For example, children follow a recipe to make modelling dough. Children confidently explore their environment. They enjoy hunting for butterflies outside in the fresh air and are very excited when they find some. Staff support and extend their learning as they help them to use factual books to try to identify the butterflies. Children's development of language is supported effectively. Staff clearly repeat words and phrases back to children and use visual signs to help further support their communication skills. Children listen attentively to stories and enjoy singing and action rhymes.

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Personal development, behaviour and welfare are good

Children are encouraged to be independent and to follow routines. For example, they wash and dry their cups and plates after snack. They have a good understanding of turn taking. Children explained that they would each have a turn at putting the modelling dough ingredients in the bowl. They are able to negotiate together to make decisions, such as whether to use the pulley to lift the 'dragon' into the toy fort. Parents are encouraged to share their skills and knowledge, such as teaching children some words in different languages and reading them stories from other lands. Children experience a wide range of different cultures. For instance, they made 'Happy Eid' cards and enjoyed 'eating in the Indian restaurant' in the role-play area.

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Outcomes for children are good

Children are well prepared for the next stage of their education. They learn the days of the week and recognise many initial letter sounds. Children have wide-ranging opportunities for mark making and developing their early writing skills. For example, they paint the fence with water and 'write' letters to their families. Children manage their own personal care needs and learn how to dress themselves, such as when using the school uniform in the role-play area.

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Setting details

Unique reference number EY470551 Local authority Kent Inspection number 1069870 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 24 Number of children on roll 36 Name of registered person Samantha Kate Edwards

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reference number

Date of previous inspection 30 June 2014 Telephone number 07702004181

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reference number

Brasted Montessori Nursery registered in 2013. The nursery operates from a community building in the village of Brasted, Kent. The nursery is open Monday to Friday from 9am to 3pm, during term time only. The provider receives funding for the provision of free early education for two-, three- and four-year-olds. There are five members of staff, all of whom have recognised early years qualifications at level 3 or above, including one member of staff who has early years professional status. The nursery follows the Montessori method of teaching.

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reference number

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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reference number

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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reference number

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 .

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reference number

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

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reference number

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

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