The Montessori Place

Inspection report for boarding school: The Montessori Place 1 The Montessori Place The Montessori Place (Holdings) Limited Easons Green, Lewes Road, Framfield, Uckfield, East Sussex TN22 5RE Inspected under the social care common inspection framework

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Information about this boarding school

The Montessori Place is an independent day school for 130 girls and boys aged between one and 16 years, which adopts the Montessori principles and practice. The school operates from two sites, one in the town of Hove and the other near the town of Uckfield. The Uckfield site has flexible, termly boarding from Monday to Friday for up to 15 students. Girls and boys are accommodated in two separate boarding wings. At the weekends, overseas students stay in lodgings provided by the teaching staff.

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Information about this boarding school

An education inspection took place in September 2017 and the school was judged as outstanding. This was the first welfare inspection since registration as a welfare provision in September 2017.

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Information about this boarding school

Inspection dates: 17 to 19 September 2018

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Overall experiences and progress of

children and young people, taking into account

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outstanding

How well children and young people are helped and protected outstanding

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outstanding

The effectiveness of leaders and managers outstanding

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outstanding

The boarding school provides highly effective services that consistently exceed the standards of good. The actions of the school contribute to significantly improved outcomes and positive experiences for children and young people.

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outstanding

Overall judgement at last inspection: first inspection

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outstanding

Date of last inspection: not applicable Inspection report for boarding school: The Montessori Place 2

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Key findings from this inspection

This boarding school is outstanding because:

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Key findings from this inspection

 Residential students demonstrate remarkably good behaviour. They relate to each other and the adults around them in a very mature way. They love boarding and are devoted to expanding their knowledge and experience of the world.  Residential students make excellent progress in all areas of their lives. They are well prepared for their futures. Parents speak in the most positive terms of the difference that boarding has made to their children.  Inspirational leaders and managers have established a culture of excellence. They are wonderful role models and their aspirations and vision for residential students are infectious.  The outstanding safeguarding culture does not prevent residential students from taking risks, but it allows them to explore the world while being kept as safe as possible.  Boarding staff are fully integrated into the life of the school. They are competent, diligent and child-centred. They understand the Montessori way and apply the

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Key findings from this inspection

principles in practice.  There is a fully inclusive culture, with students from different countries and cultures living in harmony in a peaceful environment. Students say that they feel as if they are part of a big family. They have fun while learning about themselves and others. Boarding fully underpins the students’ learning and their academic success is excellent.

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outstanding

Residential students build secure and trusting relationships with the adults around them. They are confident that staff will listen to their views. They do not need to use the complaints procedure to make their voices heard.

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outstanding

Residential students have a strong sense of belonging, with some of the girls describing it as ‘the sisterhood’. Some residential students who were initially hesitant about boarding now thoroughly enjoy the experience and stay for four nights a week. One parent said, ‘(Name of student) does not call home as he is so absorbed in his enjoyment of boarding.’

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outstanding

Residential students demonstrate great care for and sensitivity to others. An example is a residential student making cards for others. A report stated, ‘(Name of student) Inspection report for boarding school: The Montessori Place 3 put her soul into creating something beautiful for someone else.’

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outstanding

Residential students make excellent progress, not only academically but by increasing their independence, confidence in taking risks, social interactions, self-confidence, practical skills and social responsibility. Students enjoy taking responsibilities, such as cooking meals and clearing away. They are keen to try out new recipes and are supported to do so, with the whole group trying out their creations. A parent commented on how much her child’s confidence had increased and said that their social presentation had improved at home as well as in school.

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outstanding

There is an inclusive culture. Residential students were observed to make sure that everyone is accepted. Residential students relate well to people from different countries. They enjoy asking questions about other cultures and celebrate their differences. All have senses of belonging, security and purpose.

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outstanding

Parents are extremely positive about the boarding. One parent said, ‘(Name of student) is very well looked after and is pleased to be in a dormitory with friends and is really enjoying it.’ Another parent said, ‘Education is not a chore to (name of student), it is magic to him.’ Staff are available to talk to parents at any time.

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outstanding

Boarding is an integral part of the school and the Montessori way. Residential students enjoy a range of social, educational and recreational activities, including yoga, circuit training, tennis, swimming, cooking, archery and music. They enjoy making things for the boarding environment, such as shelving for their toiletries, built from the natural materials on the school site.

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outstanding

A strength of the school is working with the local community. An example is that the supplier of organic vegetables to the school takes some of the vegetables that residential students have grown to sell on to other customers. The school has been successful in working with experts in their field, such as professional growers and carpenters, to come in and share their enthusiasm and technical skills with residential students.

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outstanding

Mealtimes are warm, social occasions with residential students enjoying vegetables that they have grown, harvested, prepared and cooked. There is a real hubbub of conversation and sharing at mealtimes, which makes the home feel as if it is a big family. Residential students enjoy the company of others, but also have their personal space and privacy should they desire it.

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outstanding

Residential students are in good health. Parents take primary responsibility for health. The head of care amended some documents during the inspection to clarify responsibilities in emergency situations. Residential students do have access to a local general practitioner should the need arise while they are boarding.

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outstanding

Residential students can contact their family and others who are important to them with no unnecessary restrictions. Staff teach residential students how to answer the Inspection report for boarding school: The Montessori Place 4 phone in a professional and mature way, taking a message when necessary.

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outstanding

Professional practice, informed by the Montessori approach, results in sustained improvement to the lives of residential students, enhancing their life opportunities.

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outstanding

Highly effective risk-management systems provide suitable control measures while allowing residential students the opportunity to explore and learn about the world around them. Residential students have a strong sense of safety and well-being in this school.

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outstanding

No safeguarding issues have occurred in boarding during the past 12 months. Records examined during this inspection concerned day students and demonstrated that the school has a precise and thorough approach to safeguarding. The designated safeguarding lead (DSL) works with other safeguarding professionals to keep students safe. The DSL’s excellent safeguarding practice extends beyond the school walls and boarding time. He provides support for parents who may be struggling. He recognises that residential students’ mental and emotional well-being is part of the safeguarding approach.

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outstanding

Staff are well versed in safeguarding procedures, knowing how to report any concerns. They are astute in looking for any signs that a residential student may be at risk. Equally, residential students feel safe and secure in the presence of the adults around them. They said that they could approach any adults with any concern, knowing that the staff will take it seriously. Residential students are also aware of the independent listener as someone they can talk to. The independent listener visits the school and so is a familiar face to residential students.

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outstanding

Residential students’ behaviour is exemplary. Staff do not need to resort to any behaviour management programmes or sanctions. Residential students respond positively to quietly spoken instruction and direction. They are courteous towards each other, staff and visitors. During the inspection, the residential group was observed successfully supporting a student who was struggling.

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outstanding

The head of school adopts safer recruitment practice, so that only adults deemed to be suitable to work with residential students are employed. Likewise, he ensures that there are suitable checks on other adults who come into the boarding environment to provide education and activities. There is a written agreement for adults who live on site but do not work at the school that complies with the national minimum standards. The head of care ensures that any lodgings arranged by the school are safe and compliant with the standards. He refers any other arrangements that could be private fostering arrangements to the relevant local authority.

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outstanding

The physical environment is safe and secure, which protects residential students Inspection report for boarding school: The Montessori Place 5 from harm or risk of harm. All the necessary certification is in place, with professionals coming in to advise when necessary, such as with fire protection and tree safety. Staff ensure that emergency evacuations are practised during boarding times.

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The effectiveness of leaders and managers: outstanding

Competent, experienced and motivated managers, who fully understand the Montessori approach, lead the school effectively and efficiently. They are inspirational, confident and ambitious for residential students. They have created a culture of aspiration and positivity that is a standard of excellence. They lead by example and are fully engaged in the day-to-day life of boarding.

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The effectiveness of leaders and managers: outstanding

The dedicated staff team is extremely motivated and united in its desire to see residential students develop to their full potential. The head of care ensures that the staff team has suitable support, so that they can deliver a high quality of care. A culture of excellence is embedded throughout the provision.

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The effectiveness of leaders and managers: outstanding

The head of care monitors the quality of boarding on a regular basis, using the national minimum standards as a guide to assist this process, identifying the weaknesses and implementing clear plans for development. This is a management team that is ambitious for continual improvement. Its members are open to critique and suggestion, so that they can continue this journey.

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The effectiveness of leaders and managers: outstanding

Staff and residential students alike welcome new students to boarding. Residential students spoken to during the inspection were excited and looking forward to their first night of boarding. Boarding is a positive experience and students want to increase the number of nights they stay.

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The effectiveness of leaders and managers: outstanding

Staff receive regular and effective supervision, which includes the necessary support, challenge and consideration of professional development. Staff are up to date with current practice in their specialist area, with many being former Montessori residential students themselves. Roles and responsibilities are clear. Staff work collaboratively and provide students with consistent care.

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The effectiveness of leaders and managers: outstanding

The head of care ensures that the physical environment is maintained to a high standard. It is warm, welcoming and cosy and feels like home. Residential students personalise their bedroom areas. They said that they have their choice of bed within the dormitory.

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The effectiveness of leaders and managers: outstanding

The statement of principles and practice clearly sets out the ethos and objectives of the school. Inspection report for boarding school: The Montessori Place 6

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Information about this inspection

Inspectors have looked closely at the experiences and progress of children and young people. Inspectors considered the quality of work and the differences made to the lives of children and young people. They watched how professional staff work with children and young people and each other and discussed the effectiveness of help and care provided. Wherever possible, they talked to children and young people and their families. In addition, the inspectors have tried to understand what the school knows about how well it is performing, how well it is doing and what difference it is making for the children and young people whom it is trying to help, protect and look after.

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Information about this inspection

Using the ‘Social care common inspection framework’, this inspection was carried out under the Children Act 1989 to assess the effectiveness of the service, how it meets the core functions of the service as set out in legislation, and to consider how well it complies with the national minimum standards.

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Boarding school details

Social care unique reference number: 1264592

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Boarding school details

Headteacher/teacher in charge: Mr Robert Gueterbock

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Boarding school details

Email address: info@themontessoriplace.org.uk

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Inspector

Keith Riley: social care inspector Inspection report for boarding school: The Montessori Place 7 to 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 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 residential student protection.

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Inspector

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Inspector

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Inspector

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