Fairfield Montessori School Ltd

Fairfield Montessori School Ltd Fairfield Montessori School, 76 Benedict Street, Glastonbury, Somerset, BA6 9EY

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Inspection date

Previous inspection date 18 September 2017 19 August 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

 The management team meets regularly with staff to evaluate practice and make continual improvements. For example, they have implemented a more-effective key- person system that has improved communication with parents and helped children to settle in more easily.  Staff plan a wide variety of exciting play experiences that supports children's ideas and motivates their learning effectively. Children make good progress.  Staff are friendly and welcoming. They get to know children well and understand their individual routines. Staff cuddle babies when they are feeding and settle them to sleep easily. Staff support children well to develop a good sense of emotional well-being.  Staff promote children's specific educational needs very well in liaison with parents and other professionals, and effectively provide continuity for children's care and learning.

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It is not yet outstanding because:

 Although management and staff track children's individual progress, they do not monitor the achievements of different groups of children as well as possible, to consistently identify and close any gaps in children's learning and support their progress further.  Staff miss opportunities to provide more resources outdoors and promote all areas of children's learning more consistently, to fully support children who learn best outdoors.  At times, staff do not manage the organisation of some larger group activities for music and literacy or children's personal hygiene routines as well as possible, to support the interest of all children consistently and prevent interruptions to their play.

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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

 improve the systems for monitoring children's achievements to focus more on how different groups of children learn and progress best, to close gaps in their learning more effectively  make better use of play opportunities in the outdoor areas to fully support children's interests and promote all aspects of their learning consistently  improve the organisation of some larger group activities and children's personal hygiene routines, to engage the interests of all children effectively and prevent interruptions in activities to support their learning more consistently.

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Inspection activities

 The inspector observed children's interactions in play indoors and outdoors.  The inspector viewed documentation, such as operational policies, procedures and required records, including those for suitability of staff.  The inspector took into account the written and spoken views of parents.  The inspector undertook a joint observation with a member of staff and discussed children's learning and development.  The inspector met with management and discussed self-evaluation and improvements made.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Management is proactive in raising staff awareness of their responsibilities continually to protect children's welfare and staff understand procedures to follow any concerns arising. Management implements clear recruitment systems and continually assesses staff suitability, encouraging their ongoing development. For example, staff have regular staff meetings to review practice. In addition, they have completed a sign language course to help them support children's communication and promote inclusion more effectively. Staff form positive relationships with parents and keep them up to date with children's learning. Parents spoke highly of staff, saying they were friendly and approachable, and their children are happy and making good progress.

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Quality of teaching, learning and assessment is good

Staff provide exciting opportunities for children to learn indoors about colour and texture. For instance, babies explore mediums, such as cornflour and water, and toddlers try to blow bubbles and show fascination watching these float around. Staff encourage children's understanding of simple technology effectively. For example, babies show delight as they press buttons, turn knobs and activate music and lights. Toddlers push an interactive toy hoover back and forth enthusiastically and smile at the noise this makes. Older children show interest using magnifying glasses to look at the snails they find outside and tell staff 'the snails are bigger'. Staff support children's mathematical awareness well. For example, babies start to fit colourful bricks into a shape sorter, as younger children carefully fit circle-shaped and square-shaped puzzle pieces into an inset board. Older children count and group objects, such as small bears, and recognise which buckets and spades are the

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Personal development, behaviour and welfare are good

Staff promote children's physical well-being effectively and provide good opportunities for them to understand about healthy lifestyles. For example, children enjoy healthy snacks of fruit and vegetables, and staff encourage their awareness of foods that are good for them. Children enjoy being active and develop their balance, agility and speed well, such as in the 'wake and shake' sessions. Babies reach out for toys and are motivated to start crawling. Staff encourage all children to develop good hand-to-eye coordination and independence skills. For instance, younger children are confident to attempt putting on their coats and boots. Older children pour their own drinks and learn to do up zips and buttons. Children behave well. They learn to respect others, share toys and play happily.

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Outcomes for children are good

Children gain good skills that prepare them well for going to school. For example, they learn the alphabet phonetically using familiar actions to help link letters and sounds. Older children take responsibilities willingly, such as helping to hand out and collect their friends' name cards. They use language well to express their ideas. For instance, they tell staff about their holidays and said that they went to the beach and made sandcastles.

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Setting details

Unique reference number EY423868 Local authority Somerset Inspection number 1071378 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 3 Total number of places 54 Number of children on roll 95 Name of registered person Fairfield Montessori School Limited

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reference number

Date of previous inspection 19 August 2014 Telephone number 01458834294

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reference number

Fairfield Montessori School Ltd registered in 2011. It is in Glastonbury, Somerset. The school opens Monday to Friday from 8am until 6pm, all year round, and receives funding to provide free early years education for two-, three- and four-year-old children. There are 17 members of staff, one of whom holds a leadership and management qualification at level 3 and nine staff hold childcare qualifications at level 3.

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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

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reference number

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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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