Rose House Montessori School

Rose House Montessori School The Chapel-on-the-Hill, South Road, London SE23 2UJ

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Effectiveness of leadership and management Good

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Quality of teaching, learning and assessment Good

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Personal development, behaviour and welfare Good

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Overall effectiveness at previous inspection Good

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Summary of key findings for parents and pupils

 Leaders and the proprietor work together effectively to ensure that the school meets all of the independent school standards.  The school is good and improving because leaders act decisively to build on the school’s strengths and tackle areas for development.  The proprietor’s ambitious vision for the quality of education instils leaders and staff with high aspirations for pupils’ outcomes. Together, they form a strong team who are passionate about supporting pupils reach their potential.  Pupils benefit from a well-designed curriculum which deepens their skills and knowledge in a range of subjects. Pupils are inquisitive and strive to make the most of their education.  Pupils work hard and are ready to challenge themselves. As one pupil explained, ‘You have to push yourself if you want to improve.’ Pupils’ above-average attendance exemplifies how much they enjoy learning.  The strong early years provision prepares

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Summary of key findings for parents and pupils

children well for the next stage of their education. The majority of children reach a good level of development.  Two-year-old children are well catered for in both early years classrooms. Staff respond sensitively to children’s needs and are skilled in helping them get off to a strong start at school.  Warm relationships and adults’ excellent care help children feel safe and secure. Parents and carers overwhelmingly agree that their children are kept safe and well looked after.  Across the school, the quality of teaching, learning and assessment is strong. Teachers are skilled in planning and adapting work to ensure that pupils make good progress and attain well in a range of subjects, including reading, mathematics and science.  In key stages 1 and 2 and in the early years, the teaching of writing does not routinely challenge pupils to achieve to the very best of their abilities. Although their achievement is

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Summary of key findings for parents and pupils

typically good, pupils are capable of more.  In physical education, teachers do not typically plan activities that stretch pupils’ skills. This prevents pupils from making substantial progress over time.

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Summary of key findings for parents and pupils

 The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.

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What does the school need to do to improve further?

 Across the school, strengthen the quality of teaching so that pupils make substantial and sustained gains in their writing skills, including their handwriting.  In key stages 1 and 2, ensure that physical education teaching routinely challenges pupils to excel and achieve the standards of which they are capable.

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Effectiveness of leadership and management Good

 Leaders and the proprietor share a clear vision for the school centred on pupils’ development as confident and articulate young people. They work with a sense of purpose to translate their vision into reality. Across the school, pupils benefit from high- quality care and guidance that builds their self-esteem and instils in them a desire to learn.  The leadership team are skilled and knowledgeable. They inspire respect and trust from parents and staff who are equally committed to leaders’ vision for the quality of education.  Leaders work together successfully to make sure that the requirements of the independent school standards are met in full.  The school is in a strong position to improve further because leaders reflect carefully on what is working well and what needs to be even better. Leaders are ambitious and this is evident in the challenging targets they set for themselves, for staff and for pupils. They

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Effectiveness of leadership and management Good

take suitable and prompt action to achieve their goals and ensure that pupils’ outcomes go from strength to strength.  Leaders provide teachers with comprehensive curriculum plans and ensure that pupils make good gains in their subject-specific skills and knowledge, including in reading and mathematics. The school’s rich and flexible approach to the curriculum enables pupils to explore their interests and deepen their skills in a diverse range of subjects, including calligraphy, German and yoga. Regular trips and visits, for example to a local nature area, provide effective opportunities for pupils to develop their knowledge further.  Pupils’ spiritual, moral, social and cultural development is strong because the curriculum fosters pupils’ curiosity in the world around them. Pupils demonstrate a clear desire to investigate, explore and ask questions. This contributes well to pupils’ preparation for the

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Effectiveness of leadership and management Good

next stage of their education.  The curriculum is effective in promoting pupils’ readiness for life in modern Britain. Pupils learn to take responsibility for their choices and think about how these might impact on others. For example, pupils explained how they resolve disagreements by discussing how their words or actions might make someone feel. Pupils have an age-appropriate understanding of how people may be different or similar to one another. They told inspectors it is important to be kind to everyone. One pupil commented that ‘we can learn lots from someone who is different to us’. This accurately captures pupils’ respectful attitudes.  Across the school, effective assessment systems provide leaders with a thorough knowledge of pupils’ attainment in all subjects. Leaders visit classrooms and review work frequently to see for themselves how well pupils learn. Their checks have a positive impact on raising standards because leaders act swiftly to support pupils at risk of falling

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Effectiveness of leadership and management Good

behind. Leaders are taking effective steps to strengthen their strategic use of assessment information to inform their improvement planning.  Good provision for pupils who have special educational needs (SEN) and/or disabilities enables them to achieve as well as their peers.  The vast majority of parents are highly complimentary about the school’s work. They appreciate how leaders and teachers nurture their children’s skills and interests.  Leaders support and challenge staff in equal measure to develop their teaching skills. Teachers’ professional development is aligned closely to their performance. Rigorous appraisal systems mean staff are in no doubt about what leaders expect of them. Staff are highly motivated and value the guidance leaders provide. Nevertheless, more work is needed to ensure that teaching routinely challenges pupils to make excellent progress in writing and physical education.

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Governance

 The proprietor’s oversight of the quality of education is strong. Frequent visits to school enable the proprietor to hold leaders to account for the impact of their work. The proprietor knows the strengths of the team well and plans appropriate professional development to sharpen their leadership skills. Where appropriate, the proprietor draws on advice from external consultants to focus leaders’ efforts on the right priorities.  The proprietor provides clear direction for the school’s future and is ambitious for further improvements. For example, the proprietor recently expanded the school to incorporate the two separate early years provisions into the school’s registration. Together with senior leaders she has managed the expansion successfully. Consistent policies and clear lines of communication have been established. Leaders across all three sites work together closely to share effective practice, refine assessment systems and develop curriculum

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Governance

plans. They are clear about the part they need to play in securing continued improvements. This is having a positive impact on raising standards.

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Safeguarding

 The arrangements for safeguarding are effective.  Across all three sites, leaders carry out thorough and frequent checks to ensure that the premises are safe and secure. Risks are considered carefully and leaders take prompt action to address any issues that occur.  Arrangements for the vetting and recruitment of staff are thorough and meet statutory requirements. A well-thought-through induction programme for new staff ensures that they understand and follow the agreed procedures to keep pupils safe.  Leaders and the proprietor ensure that the safeguarding policy gives due regard to the latest statutory guidance. They attend child protection training regularly to make sure they are well informed about their duties to safeguard pupils. Leaders review and strengthen school procedures in light of their training.  Leaders and staff are knowledgeable and vigilant. They are aware of different factors that

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Safeguarding

make pupils vulnerable to harm, including the dangers of female genital mutilation or being drawn into extremist or radical activity. Detailed school records show that staff report concerns promptly, including small changes in a pupil’s behaviour or circumstances which may indicate their well-being is at risk.  Leaders act promptly in response to any safeguarding concerns, seeking advice from external agencies appropriately. Strong partnership work with families enables leaders to understand reasons why a pupil may be vulnerable. Leaders ensure that these pupils receive extra help at the earliest possible stage. They review the impact of this support carefully to ensure that it is well matched to a pupil’s circumstances.  Pupils feel safe and well cared for. High levels of trust mean pupils do not hesitate in talking to staff if they are worried or upset. Pupils have a good knowledge of how they might reduce risks to their welfare and safety, including when they use the internet.

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Safeguarding

Leaders implement suitable filtering systems to protect pupils from inappropriate material when they go online.  Records of any incidents, including when pupils require first aid, are comprehensive. They show that staff provide pupils with excellent care when they need it.  Parents unanimously agree that the school promotes their children’s well-being and safety effectively. The proprietor ensures that policies related to safeguarding and health and safety are made available to parents on the school’s website.

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Quality of teaching, learning and assessment Good

 High-quality teaching inspires pupils to learn and try their best. Pupils often become engrossed in their learning because teachers plan stimulating activities which appeal to their interests.  Classrooms are calm and purposeful places to learn. Teachers have high expectations for pupils’ attitudes to learning and communicate these consistently. Teachers are quick to identify pupils who lose concentration and refocus them on tasks so that time is used productively.  Teachers review pupils’ achievement regularly in order to spot any gaps in their skills and knowledge. They make effective use of this information to plan activities and set challenging targets so that pupils make good progress. Teachers involve pupils closely in setting and reviewing their individual goals. This motivates pupils to work hard.  Teaching promotes pupils’ curiosity and encourages them to think deeply about the subjects they study. Adults encourage pupils to ask questions and apply their existing

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Quality of teaching, learning and assessment Good

skills and knowledge to work out the answers for themselves. For example in a science activity, pupils explored their understanding of the water cycle by making comparisons with how the sun evaporates a puddle of water on a warm day.  Pupils are resilient learners who are not fazed by making mistakes or being unable to get the correct answer straight away. As one pupil put it: ‘If you get something wrong, you just try again. That’s how to learn.’ Similarly, pupils are ready to challenge themselves with more difficult work. For example, during a calligraphy activity, pupils chose to move on to a more demanding task in order to stretch their skills.  Adults’ well-targeted support means teaching meets the needs of pupils who have SEN and/or disabilities, as well as those pupils who speak English as an additional language. Teachers are skilled in adapting work to ensure that these pupils learn as well as their

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Quality of teaching, learning and assessment Good

peers.  Mathematics teaching is strong. Teachers plan activities which successfully reinforce pupils’ understanding of number and enable them to master calculation methods. Well- chosen resources enable pupils to check their answers, learn from any errors and move on to harder work as soon as they are ready.  Pupils enjoy writing. They are keen to apply their good knowledge of grammar, punctuation and phonics to record their ideas accurately, particularly when they are researching and summarising information in different subjects. However, teachers do not routinely plan tasks which enable pupils to excel. Pupils’ skills are not sufficiently stretched through opportunities to write at length in English and in other curriculum subjects. On occasions, teachers do not correct pupils’ spelling and grammar errors or set sufficiently high expectations for pupils’ handwriting. Older pupils study calligraphy in

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Quality of teaching, learning and assessment Good

order to strengthen their handwriting skills. However, teachers accept inconsistent handwriting when pupils write in other subjects.  In physical education, pupils sometimes complete activities which are not closely matched to their abilities. This hinders pupils from making substantial and sustained progress over time.

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Personal development and welfare

 The school's work to promote pupils' personal development and welfare is good.  Pupils’ emotional well-being and mental health are at the heart of the school’s work. Leaders and teachers nurture pupils’ self-esteem and instil pupils with confidence in their own abilities. As a result, pupils view themselves as successful learners and are proud of their achievements. This underpins pupils’ good progress across the curriculum.  Staff are excellent role models in the respectful way they speak to and listen to pupils. Pupils value how staff care for them and help them enjoy their time at school. Parents universally agree that their children are well looked after.  Across the school, pupils of different ages learn and play together harmoniously. Pupils say they rarely ‘fall out with each other’. They particularly appreciate how staff help them to resolve any differences amicably. Pupils are aware of the different forms bullying may

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Personal development and welfare

take and how they can report concerns. They told inspectors that bullying ‘does not happen in this school’ because everyone is ‘always kind and friendly’.  Pupils are committed to their learning as their high levels of focus show. Pupils articulate their views confidently and are equally keen to learn from others. On occasions, some older pupils rely on teachers’ guidance to help them share ideas sensibly when working as part of a group. This is particularly the case when pupils learn and play outside of the classroom.

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Behaviour

 The behaviour of pupils is good.  Pupils value their education and this is reflected in their above-average rates of attendance. Leaders monitor and follow up any absence promptly. Very few pupils are persistently absent from school.  Pupils typically conduct themselves sensibly and courteously. They show pride in their school, for example by looking after resources and helping to keep the classrooms organised and tidy throughout the day.  School records show that incidents of poor behaviour are rare and dealt with quickly by leaders and staff. In part, this is because leaders and teachers make consistent use of the school’s behaviour policy. Parents agree that the school promotes high standards of behaviour.  Pupils usually show high levels of self-discipline, particularly when completing activities in the classroom. Pupils told inspectors that they behave well because the school’s ‘ground rules’ give them clear guidance on how to conduct themselves in different situations.

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Behaviour

However, occasionally a few older pupils need reminding about how to conduct themselves sensibly in the playground.

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Outcomes for pupils Good

 Pupils’ work and school assessment information indicate that pupils make strong progress over time. The well-planned curriculum enables pupils to acquire age-expected knowledge and skills in a wide range of subjects. Pupils successfully deepen their understanding by making links between their learning in different subjects.  Pupils are well prepared for the next stage of their education because they have the attitudes and skills to tackle new concepts with confidence. Pupils’ research and investigation skills are particularly strong.  Although leaders and teachers do not routinely analyse how well different groups of pupils achieve, they check pupils’ individual outcomes rigorously. Together with teachers, they intervene effectively if a pupil falls behind. Pupils’ work and school records show that all groups of pupils, including the most able, make similarly good progress.  Well-targeted teaching ensures that the very few pupils who have SEN and/or disabilities

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Outcomes for pupils Good

make the same strong progress as their peers. Pupils who speak English as an additional language also receive the right level of extra help to succeed.  In mathematics and science, excellent teaching means pupils often make substantial progress and exceed age-expected standards. For example, Year 1 pupils described how a volcano works using subject-specific vocabulary such as ‘magma chamber’ and ‘tectonic plate’.  Older pupils make substantial progress in German. They command an advanced vocabulary and knowledge of grammar to communicate their ideas confidently, both orally and in writing. In part, this is because teachers plan meaningful opportunities for pupils to apply their skills, such as writing a letter to a pen pal. Overall, pupils’ attainment is well above average in German.  The school promotes pupils’ reading skills effectively. Pupils make good gains in their phonics skills and knowledge. They are confident using their skills to read unfamiliar

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Outcomes for pupils Good

words accurately. This forms the foundations of their positive attitudes to reading.  Older pupils read widely. They benefit from a good range of high-quality fiction and non- fiction books which stretch their comprehension skills and extend their vocabulary. Pupils skilfully apply their reading skills when they research information in other subjects.  Although pupils’ achievement is typically good, pupils do not excel and achieve to the very best of their abilities in writing and in physical education.

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Early years provision Good

 The leadership of the early years provision is strong. Leaders are knowledgeable, passionate and aspirational for children’s outcomes. They work together effectively to ensure that classrooms are safe, stimulating environments and that children make good progress. Leaders know the strengths of the provision and set themselves suitable goals to secure further improvements.  Leaders ensure that the early years provision meets the independent school standards and statutory requirements of the early years foundation stage.  Safeguarding is effective. Leaders and staff place paramount importance on children’s welfare. For example, they carry out daily checks on the classrooms to make sure they are safe places for children to learn and play.  High-quality teaching enables children to make good gains in their knowledge and skills. Children typically join the school with age-expected knowledge, skills and understanding.

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Early years provision Good

The vast majority reach a good level of development by the end of the Reception Year. Many children exceed this. This represents strong progress from children’s starting points.  Children make excellent progress in their personal, social and emotional development. Warm and positive relationships instil children with a strong sense of security and belonging. Staff are highly sensitive to children’s individual needs and interests. They are quick to provide extra help or reassurance when children need it. As a result, children develop into confident and inquisitive learners who are keen to explore the activities and resources on offer.  Children’s progress in mathematics and phonics is strong because teachers seamlessly reinforce children’s understanding as they play. For example, children practised their counting skills as they lined up to take part in an obstacle course.  All groups of children achieve equally well, including the most able and those who have

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Early years provision Good

SEN and/or disabilities. Children who are at the early stages of speaking English receive effective extra help to develop their communication skills, including access to resources in their home language.  The good quality of children’s learning is underpinned by effective partnerships and regular communication with families. Leaders and teachers work closely with parents to understand and meet the needs of each child.  In most areas of learning, excellent resources excite children about learning. Children show high levels of motivation and focus when attempting tasks. Adults adapt activities carefully to stretch children’s thinking. For example, a teacher adjusted a task to enable children to investigate why the water they were playing with flowed down a slope.  Leaders and staff share high expectations for children’s behaviour. This is reflected in the well-established routines in both classrooms. Children quickly develop the skills and

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Early years provision Good

attitudes they need to make good progress. They use resources respectfully and tidy up after themselves.  Children of different ages play together exceptionally well, as their considerate behaviour and caring attitudes show. For example, inspectors observed older children spontaneously helping younger children do up their coats as they prepared to play outside.  Adults are patient and calm. They encourage children to make their own choices and take responsibility for their personal needs, such as washing their hands or preparing snacks by themselves. This builds children’s independence and self-confidence.  The needs of two-year-old children are met effectively. Adults are skilled in asking questions to help them express their feelings and ideas. As a result, children settle in quickly and enjoy learning and discovering alongside their peers.  The provision for children’s spiritual, moral, social and cultural development is particularly

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Early years provision Good

effective. Teachers plan activities which promote children’s sense of wonder in the world around them. For example, children were fascinated by investigating the sounds made by various types of bells and were keen to explain why they thought the sounds were different.  Although children typically develop the skills and understanding needed to be well- prepared for Year 1, children do not routinely benefit from activities and resources which motivate them to write and deepen their writing skills. Insufficient emphasis is placed on challenging children to record their ideas in writing. This prevents children from making substantial progress and achieving to the very best of their abilities.

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School details

This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school's suitability for continued registration as an independent school.

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School details

Email address spectrummontessori@live.co.uk

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School details

Date of previous inspection 21–23 January 2014

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Information about this school

 Rose House Montessori School is an independent day school for pupils aged from two to 11 years. The school is located on three separate sites in a residential area of Forest Hill, in the London borough of Lewisham. Two of the sites provide part-time and full-time education for children in the early years. The third site provides education for pupils in key stages 1 and 2.  The school’s last inspection took place in January 2014, where its overall effectiveness was judged as good. Since this inspection the school has expanded. In May 2017, the Department for Education approved a material change request. The school is now registered to provide education for up to 112 pupils aged from two to 11. Following the approval of this request, the proprietor incorporated the two early years provisions into the school and cancelled their separate early years registrations.  There are currently 73 pupils and children on roll. 25 of these pupils are in key stages 1

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Information about this school

and 2. The school offers part-time and full-time education for children in the early years. Forty-eight children currently attend the early years provision, on a part-time or full-time basis.  In accordance with its Montessori ethos, the school aims to provide pupils with an education that develops their ability to be caring, creative, free-thinking, inspired and knowledgeable young people.  A small minority of pupils have SEN and/or disabilities. The proportion of pupils who speak English as an additional language is also lower than average.

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Information about this inspection

 This full standard inspection was conducted with one day’s notice.  Inspectors visited classrooms in every year group and at all sites. The majority of visits were carried out with members of the leadership team. Inspectors also observed pupils as they moved around the school, at lunchtime and in the playground.  Inspectors considered a range of information to evaluate the quality of pupils’ learning and achievement over time. This included visits to classrooms, meetings with leaders and reviews of pupils’ work. Inspectors also reviewed leaders’ information on the quality of teaching and pupils’ outcomes.  A range of documentation related to the school’s safeguarding arrangements were reviewed by the inspection team, including the single central record of vetting checks on staff, school policies and records of leaders’ checks on the safety and suitability of the three sites. Inspectors also reviewed information on pupils’ behaviour and well-being.

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Information about this inspection

 Inspectors listened to pupils read and met with a group of pupils to talk about their experiences at the school. Inspectors also spoke to pupils when they visited classrooms. No responses to Ofsted’s pupil survey were received.  The 16 responses from parents to Ofsted’s online survey (Parent View) were taken into account, including written comments. Inspectors also met with parents informally before the start of school.  A meeting was held with a group of staff. Inspectors also considered the 15 written responses from staff to Ofsted’s survey of their views.  Inspectors toured all three premises and scrutinised a range of school policies and documents in order to check the school’s compliance with the independent school standards.

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Inspection team

Sarah Murphy-Dutton, lead inspector Her Majesty's Inspector

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Inspection team

Natalia Power Ofsted Inspector guidance 'Raising concerns and making a complaint about Ofsted', which is available from Ofsted's website: www.gov.uk/government/publications/complaints-about-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 .

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Inspection team

Parent View You can use Parent View to give Ofsted your opinion on your child's school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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Inspection team

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.gov.uk/government/organisations/ofsted .

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Inspection team

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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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Inspection team

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Inspection team

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Inspection team

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Inspection team

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

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