Spring Close Montessori

Spring Close Montessori The Guildhall, Spring Close, Burwell, Cambridge, Cambridgeshire, CB25 0HF

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Inspection date

Previous inspection date 3 October 2017 17 July 2014

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This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Inadequate 4

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This inspection: Inadequate 4

Outcomes for children Requires improvement

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This provision is inadequate

 The provider, who also manages the pre-school, has failed to meet the requirements of the Statutory framework of the early years foundation stage.  The provider does not follow robust recruitment procedures to ensure that all staff are suitable for their role.  The capacity of the provider to improve and maintain requirements is weak. Ofsted recently issued a welfare requirements notice which the provider has failed to meet. The provider fails to recognise the impact that breaches of requirements have on the safety of children.  The provider does not ensure the quality of teaching is consistently good. Staff do not plan accurately for children’s next steps in learning. This means that children do not make good progress.  Younger children’s needs are not effectively met. Activities are not tailored to their needs. For example, young children became distracted during a group time because they could not see the story book.

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This provision is inadequate

 Staff do not identify accurate starting points in learning for new children. This means children’s learning needs are not swiftly recognised so that they make good progress from the beginning of their time at pre-school.

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It has the following strengths

 Children develop strong bonds with staff and enjoy spending time with them.

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What the setting needs to do to improve further

The provision is inadequate and Ofsted intends to take enforcement action

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What the setting needs to do to improve further

We will issue a Welfare Requirements Notice requiring the provider to:

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Due Date

 implement effective procedures to ensure people working with children are suitable to fulfil the requirements of their roles, including obtaining a Disclosure and Barring Service (DBS) check for all adults working with children 14/11/2017

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Due Date

 ensure there are suitable procedures in place so that people whose suitability has not been checked do not have unsupervised contact with children 14/11/2017

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Due Date

 ensure the lead practitioner for safeguarding fulfils their role in sharing information with other professionals 14/11/2017

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Due Date

 supervise staff effectively so that support, training and coaching for the practitioner promotes the interests of children 14/11/2017

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Due Date

 ensure the key person system is effective to meet the needs of younger children 14/11/2017

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Due Date

 ensure that records of staff suitability are easily accessible. 14/11/2017

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Due Date

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 implement an effective method of observing, assessing and tracking children's development to identify next steps in learning and plan for their individual needs 30/11/2017

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Due Date

 identify all children's starting points swiftly so their needs can be well-supported. 30/11/2017

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Inspection activities

 The inspectors observed general play and routines in the hall. They talked with the staff and children at appropriate times throughout the inspection.  The inspectors looked at evidence of the suitability of staff members, and a range of other documentation. First-aid and safeguarding training certificates were viewed.  The inspectors held joint discussions with the manager in relation to observations of the children's play, learning and progress.  The inspectors spoke with parents and took into account their views.

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Effectiveness of the leadership and management is inadequate

Safeguarding is ineffective. The provider has a weak understanding of the safeguarding and welfare requirements. Robust recruitment procedures are not in place. Disclosure and Barring Service checks have not been completed for all employed staff. One of these members of staff, who has been in post for a year, has been able to work unsupervised and change children’s nappies. The provider has accepted checks carried out by previous employers, one of which was not a children’s workforce certificate. References for all staff are not available. This puts children at risk of being in contact with people who may be unsuitable. The designated safeguarding officer has failed to share information promptly with other professionals. This means children do not swiftly receive the help they need. The provider does not monitor staff practice closely. The arrangements for the supervision of staff are ineffective. As a result, staff do not work at a consistently good standard or

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Effectiveness of the leadership and management is inadequate

understand how to improve their teaching skills. This does not support children's learning. Staff can identify the signs and symptoms of abuse. They also know the procedures to refer any concern, including an allegation against an adult working with children. A review of policies mean that suitable procedures are in place, for example, for the use of mobile phones and collection of children. Staff ensure the environment is safe, for example they make visual checks of the garden before children go out to play. Staff and parents work together with other professionals to support specific developmental needs of children, such as speech and language development.

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Quality of teaching, learning and assessment requires improvement

Teaching is inconsistent. The quality of observation is variable. Recent staff changes mean that not all children’s learning is well known. Staff do not complete accurate assessments to support children's next steps in learning. Despite information being gathered from parents when children first begin, this is not used consistently to identify where children are in their development. This means than not all children make good progress. Staff interact well with the children. The provider is an appropriate role model in respect of teaching and understands how to engage children in learning. Staff regularly play and interact with children. For example, they encourage children to listen to the sounds that different types of balls make when rolling down wooden planks. Children learn to count accurately as staff encourage them to count each other at group time. They have opportunities to explore a range of resources, as they use brushes and sponges to paint at

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Quality of teaching, learning and assessment requires improvement

the easel. Parents speak warmly about the education and care provided by the pre-school.

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Personal development, behaviour and welfare are inadequate

Weaknesses in leadership and management compromises children's safety and well-being. Staff do not tailor care to meet young children's individual needs. For example, they are asked to stop playing at the tap because their sleeves might get wet and staff do not offer any alternative water play for them. However, staff are warm and caring towards the children. They comfort new children who are settling in. The hall is warm and inviting. Resources capture children’s interests as they independently select and tidy away their activities. They serve themselves a healthy snack and pour drinks carefully from jugs. Outside, children have the opportunity to use their whole bodies to exercise. They climb, swing, throw balls and ride scooters. Children are learning to keep themselves safe as staff remind them how to carry scissors safely.

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Outcomes for children require improvement

Overall, children's progress from their initial starting points is not good enough. The quality of teaching and the planning of challenging activities is weak and breaches of the statutory requirements hinders children's overall learning experiences. Younger children are not sufficiently supported in their learning. Children are starting to learn about turn taking. They use a timer when on the computer and older children remind the younger ones to share. Overall, children are gaining some of the basic skills in readiness for school.

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Setting details

Unique reference number EY315044 Local authority Cambridgeshire Inspection number 1114104 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 0 - 5 Total number of places 26 Number of children on roll 46 Name of registered person Christine Hobbs

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reference number

Date of previous inspection 17 July 2014 Telephone number 01638 743304

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reference number

Spring Close Montessori School was registered in 2005 on the Early Years Register. The setting is open five days a week from 9am to 1pm on Wednesday and Friday and 9am to 3:30pm on Monday, Tuesday and Thursday. The breakfast club is from 8am during school term times. The setting offers early years funding for two- three- and four-year-old children. There are nine staff employed to work with the children, including the owner. Of these, six hold childcare qualifications at level 2 or above and one is working towards level 3. One members of staff also hold recognised Montessori qualifications.

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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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