Mulberry Montessori School

Mulberry Montessori School Mulberry Montessori School, Royston Lane, Comberton, Cambridge, Cambridgeshire, CB23 7EE

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Inspection date

Previous inspection date 7 June 2018 5 October 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

 Since the last inspection, the provider and staff have given priority to reflecting on and evaluating their practice. They set ongoing action plans to help them to develop their knowledge and teaching skills continually, and this has a positive impact on outcomes for children's learning and development.  Staff gather comprehensive information from parents when children first start at the nursery, to help identify children's starting points in learning.  Children are developing very good communication and language skills. Children hold in- depth conversations with adults and are able to debate and negotiate with each other. Staff give babies choices and, through their actions and sounds, babies make their needs known.  Children have many opportunities to learn about the natural world. For example, they watch, with great interest and curiosity, a snail crawling. Children learn how to grow vegetables and take great care in making sure they are well watered.

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It is not yet outstanding because:

 Staff do not always provide additional challenge for the most able children's learning, to support them to make the best possible progress.

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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

 provide additional challenge for the most able children's learning, to support them to make the best possible progress.

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Inspection activities

 The inspector observed staff's teaching and interactions with children, indoors and outside.  The inspector spoke to staff and children, and held a meeting with the provider.  The inspector observed two planned activities with the provider and held a discussion with her about staff's teaching skills and children's learning.  The inspector looked at a sample of paperwork, including staff's qualifications and suitability checks. The safeguarding policies and procedures were also seen.  The inspector spoke to a number of parents and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The provider and staff have a robust knowledge and understanding of the signs and symptoms that may indicate concerns about children's welfare. The provider has rigorous recruitment procedures in place to help ensure staff are suitable to work with children. Staff's performance is monitored through regular observations of their practice and supervision meetings. The provider often works with children and this helps her to positively model the Montessori approach to learning. Staff talk about the positive impact that training has on their practice. For example, they have increased their knowledge on how to plan more effectively when children explore different patterns of play.

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Quality of teaching, learning and assessment is good

Staff make good use of daily opportunities to promote children's mathematical skills. For example, when babies and toddlers are climbing the stairs, staff model counting. Some older children demonstrate high levels of mathematical understanding. For example, they use number lines to look at the different ways they can make 10. Some staff build on these skills even more, for example, they help children to write down their calculations in the form of sums. Staff in the toddler room support children to learn how to match by colour and shape, and some children complete these activities easily. Staff make regular observations and assessments of children's learning. These are used to inform planning and support children's ongoing good progress. Staff share children's development records with parents and this helps to promote continuity in children's learning.

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Personal development, behaviour and welfare are good

Children show high levels of independence and develop good self-care skills. Staff encourage children to complete tasks for themselves, such as at mealtimes and when using the bathroom. Children have many opportunities to be outdoors. They have ample space to run, explore and play freely in the large natural garden. Activities, such as these, have positive benefits on children's health and well-being. Staff are caring and attentive, such as recognising when babies need reassurance when there are visitors in the room. They offer cuddles and engage children in finger games and rhymes to help them to feel secure. Parents speak highly of the staff and appreciate the nurturing care they provide. They feel the good education the children receive prepares them well for starting school.

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Outcomes for children are good

All children make good progress and are well prepared with the skills they need for their next stage of learning and for starting school. Pre-school children make collage pictures of volcanoes and explain each feature. They demonstrate an excellent understanding of this aspect of the world. Younger children explore how to make marks using their fingers in paint and foam. Children's literacy development is good. They enjoy books as they share stories with adults or look at books independently.

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Setting details

Unique reference number EY347249 Local authority Cambridgeshire Inspection number 1115844 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 4 Total number of places 42 Number of children on roll 30 Name of registered person Christina Clayton

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reference number

Date of previous inspection 5 October 2017 Telephone number 01223 263646

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reference number

Mulberry Montessori School registered in 2007. It employs six members of childcare staff. Of these, two hold childcare qualifications at level 4 and two hold childcare qualifications at level 3. The nursery is open from Monday to Friday, all year round, except for one week at Christmas. Sessions are from 8am until 6pm. It provides funded early education for three- and four-year-old children.

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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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