Buttercup Montessori Kindergarten Ltd

Buttercup Montessori Kindergarten Ltd Cuton Hall Lane, Springfield, CHELMSFORD CM2 5PX

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Inspection date 21 November 2018 Previous inspection date 13 February 2018

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This inspection: Good 2

Previous inspection: Requires improvement Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The new management team work in harmony with each other. They are ambitious and communicate high expectations to staff. Self-evaluation is good and includes the views of parents, staff and children. Action taken since the last inspection, has led to improvements in the quality of provision. All children are allocated a key person to help them to settle and track the progress and development they make. n Staff know children extremely well. For example, those working with younger children recognise when they are tired and tuck them into their cot for a nap. Staff working with older children encourage discussion about their favourite things. n Staff make effective use of information about children's individual needs. They plan for what they need to learn next and help to motivate children to play and explore. Children make good progress. n The organisation of base rooms and the outside play areas is well thought through.

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The provision is good

This encourages children to make choices from the range of developmentally appropriate toys and resources. Staff introduce resources that spark children's curiosity and involvement, such as planting and growing.

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It is not yet outstanding because:

n Occasionally, staff do not recognise the need to adjust teaching during planned activities quickly enough to consider the varying needs of children. n Parents are not always offered specific guidance about how to extend their child's learning at home.

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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

n adapt teaching and planned experiences to suit the different ages of children n enhance opportunities for sharing ideas and activities with parents to further support and extend their children's learning at home.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector discussed an evaluation of an activity with the early years manager. n The inspector held a number of discussions with the provider, management team, staff and children. n The inspector looked at relevant documentation, including evidence of the suitability of persons working with children. The inspector discussed with the provider and management team how they reflect on practice. n The inspector took account of the views of parents through email feedback and discussions during the inspection process.

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Effectiveness of leadership and management is good

Safeguarding is effective. The management team and staff have a good understanding of child protection procedures. They know how to manage concerns about a child's welfare. Staff implement effective risk assessments to help to minimise hazards to children. Staff work with other professionals, to support children. This helps to make sure children who have special educational needs and/or disabilities make good progress, given their capabilities. A well-established programme of professional development helps staff to improve their knowledge, understanding and practice. Staff are monitored regularly and under performance is tackled swiftly.

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Quality of teaching, learning and assessment is good

Staff effectively support children's communication and language development. They offer children praise when they use interesting language, such as 'freezing', 'smooth' and 'slimy'. Sign language is used throughout the setting to further promote good communication. Staff explore alongside children as they play and investigate. They skilfully use a range of strategies to support children's learning. When children use brooms and shaving foam, staff ask them what they are drawing. This encourages children to make sweeping movements with the brooms, enthusiastically recreating shapes and patterns. Young children have fun playing with a garage and vehicles. They place a small car at the top of a slope and watch as it rolls down. They notice that when a car is too big it will not roll down the slope. They solve this problem, independently, as they manoeuvre it manually into place. Babies enjoy exploring. They pick up toys,

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Quality of teaching, learning and assessment is good

placing these near their mouth to feeling them against their lips, exploring textures independently.

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Personal development, behaviour and welfare are good

Children develop strong emotional bonds with all members of staff including their key person. Children are given plenty of reassurance to help them settle in to their base room. When children move on to the next base room, their key person attends settling- in sessions, to help them to feel comfortable and safe. As children prepare to move on to school, teachers from receiving primary classes visit. Children have plenty of opportunities to become familiar with the uniform and routines that will be expected. Staff have developed strong and trusting relationships with parents. Daily conversations between them help to provide a consistent approach in supporting children's care. Children develop a secure understanding of how to maintain healthier lifestyles. They enjoy frequent exercise and through discussion, older children learn about choosing healthy snacks and meals.

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Outcomes for children are good

Children sing popular rhymes with great enthusiasm. They become 'snappy crocodiles' or 'twinkling stars', controlling their bodies well, as they match actions to songs. Children enjoy exploring textures and experimenting as they create shaving foam ice cream. They take great delight in serving this to their friends and staff. Children make good progress acquiring the skills they need in readiness for school.

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Setting details

Unique reference number EY542373 Local authority Essex Inspection number 10080419 Type of provision Full day care Registers Early Years Register Day care type Childcare on non-domestic premises Age range of children 0 - 3 Total number of places 119 Number of children on roll 211 Name of registered person Buttercup Montessori Kindergarten Ltd

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reference number

Date of previous inspection 13 February 2018 Telephone number 07970685529

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reference number

Buttercup Montessori Kindergarten Ltd registered in 2016. It is one of two settings run by the same organisation. The setting employs 35 members of childcare staff. Of these, 31 hold appropriate early years qualifications at level 3 or above, including three who hold qualified teacher status. The setting opens from Monday to Friday, all year around. Sessions are from 7.30am until 6pm. The setting provides funded early education for two-, 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.ofsted.gov.uk . 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 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 looked after children, safeguarding and child protection.

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

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