The Kingfisher Montessori Nursery School

The Kingfisher Montessori Nursery School Montessori School, South Street, Wilton, Salisbury, SP2 0JS

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Inspection date

Previous inspection date 16 March 2018 5 May 2017

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 provider has addressed the areas for development identified at the previous inspection successfully. For example, they have improved their knowledge and understanding of notifying Ofsted of significant changes within the required timescales.  Leaders and staff monitor children's achievements closely and make good use of data about children's progress, to make changes where they identify weaker areas in learning. Leaders work well to use additional funding effectively, to ensure gaps in children's learning narrow and they make good progress.  Partnerships with parents are good. Leaders and staff use various strategies to keep parents informed about their children's learning and of how to extend learning at home. They work closely with parents and other professionals to support children's welfare and learning needs successfully.  Children behave well, they learn how to share, and take turns with toys. Staff are good

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This provision is good

role models for children. They take every opportunity to praise children's positive behaviour. Children learn how to negotiate seeking solutions to problems and conflicts.

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It is not yet outstanding because:

 On some occasions, staff do not make the most of opportunities during their interactions with children to extend their communication skills fully.  At times, some staff do not recognise opportunities that arise to build on children's mathematical understanding, to develop their learning as fully as possible.

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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 good-quality interactions with children more to fully extend their communication and language skills even further  support all staff to develop their understanding of how to build on opportunities to use children's interest in mathematics, to extend their learning further.

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Inspection activities

 The inspector held discussions with the manager and spoke with children and staff at appropriate times throughout the inspection.  The inspector looked at a sample of documentation, including staff suitability checks, self-evaluation documents, observations, assessments, planning records, and other documentation linked to checking children's progress.  The inspector took into account the views of parents spoken to on the day of the inspection.  The inspector observed the activities and the quality of teaching throughout the nursery.  The inspector conducted a joint observation of staff practice and discussed this with the manager.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Leaders and staff are aware of child protection issues and the procedure to follow if they have a concern about a child's welfare. Recruitment and induction procedures are effective in checking the initial and ongoing suitability of staff. Leaders and staff implement secure procedures to ensure they identify hazards quickly and minimise any risks. Leaders have developed effective systems to support the well- qualified staff. For example, they have regular meetings, observe staff and provide training to update their professional skills. For example, following training, staff used their new knowledge to support children to reflect on how their actions may make other children feel. Leaders review the quality of the provision well, identifying areas for improvement and making action plans, involving the staff and encouraging their input.

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Quality of teaching, learning and assessment is good

Staff have a good understanding of how children learn. They complete regular assessments and monitor children's achievements, to effectively plan and narrow any gaps in their learning. Staff support children effectively to experiment and make discoveries, such as mixing soil, water and powder paints together to make 'mud paint'. Staff support children to develop a good understanding of the natural world. For instance, children take part in woodland activities and learn about living creatures and their habitats. Staff help children to develop an understanding that they can use technology to support their learning. For example, they supported children to look carefully at images of hot air balloons and compare them against their own drawings and collages.

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Personal development, behaviour and welfare are good

Staff actively encourage children to learn about other cultures and communities, and to develop positive attitudes towards others. For example, staff work well in partnerships with parents to learn about a range of cultural festivals. Staff teach children about the importance of living a healthy lifestyle. For instance, they encourage children to follow thorough handwashing routines before eating. Children enjoy having responsibility for small tasks, such as washing up their plates and cups after mealtimes.

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Outcomes for children are good

All children are motivated and independent learners. They receive effective support to develop the skills they need for their future learning and the eventual move to school. Children develop good levels of confidence and are keen to share their abilities with others, such as teaching their friends new songs. They show high levels of curiosity and ask questions about things they do not understand, such as 'why do slices of apple turn brown?' Children develop good early literacy skills. They comment on and distinguish differences between the marks they make.

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Setting details

Unique reference number 145916 Local authority Wiltshire Inspection number 1099408 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 26 Number of children on roll 23 Name of registered person The Kingfisher Montessori Nursery School

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reference number

Date of previous inspection 5 May 2017 Telephone number 07702 815894 or 01722 744585

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reference number

The Kingfisher Montessori Nursery School registered in 1978. It is in Wilton, Salisbury. The nursery is open Monday to Friday from 8.30am to 3pm, during term time only. The nursery is in receipt of funding for the provision of free early education for children aged two, three and four years old. There are five staff who work with the children. Of these, one holds qualified teacher status, the manager holds a relevant early years qualification at level 6, one member of staff holds a qualification at level 3 and a further two members of staff hold qualifications at level 2. The nursery is run using Montessori principles and resources.

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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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