Strathmore Infant and Nursery School

Frogmore Montessori Nursery Frogmore Montessori Nursery, Frogmore House, Frogmore Avenue, PLYMOUTH, Eggbuckland PL6 5RT

p.1

Inspection date 16 January 2019 Previous inspection date 7 May 2015

p.1

This inspection: Outstanding 1

Previous inspection: Good 2 Effectiveness of leadership and management Outstanding 1 Quality of teaching, learning and assessment Outstanding 1 Personal development, behaviour and welfare Outstanding 1 Outcomes for children Outstanding 1

p.1

This provision is outstanding

n The highly dedicated and well-established staff team is strongly committed to continuous improvement. Managers act upon the support and guidance of other professionals and contribute to the wider community as trainers and mentors. n Staff use the outdoor classroom highly effectively to extend learning opportunities across the curriculum. For example, they embed literacy into the area with access to a range of writing materials and books. This supports the curriculum well as children have consistent access to all areas of learning indoors and out. n Staff are responsive to children's needs and record their developmental progress meticulously as they achieve their goals. Staff work closely with parents to establish strong relationships, to ensure that children feel settled and enjoy coming to the nursery. Parents are involved in children's learning at home and praise the high levels of care and education provided.

p.1

This provision is outstanding

n Tracking systems provide an overview of the progress being made by groups of children. Plans are in place to develop the excellent monitoring procedures even further to enhance the already outstanding teaching and learning. n Staff give exceptionally high priority to children's well-being. Arrangements for settling in and transitions between rooms are tailored to parents' and children's individual needs. Children demonstrate extremely high levels of independence throughout the nursery. n Children with special educational needs and/or disabilities (SEND) are supported extremely well through superb partnerships with parents and professionals. The SEND coordinator is knowledgeable and shares strategies with staff to ensure that every child can make the best possible progress.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n continue with plans to further develop the excellent cohort tracking system to provide an overview of the progress made by a greater range of children, including the most able.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector took a tour of the nursery with the manager, including the outdoor environment. n The inspector spoke with staff and children during the inspection. She observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector spoke with a number of parents during the inspection and took account of their views. She also took account of written feedback they had provided. n The inspector carried out a joint observation with the manager. n The inspector held a meeting with the management team. She discussed self- evaluation processes, and looked at relevant documentation and evidence of the suitability of staff working in the nursery.

p.2

Effectiveness of leadership and management is outstanding

A strong culture of professional development is delivered under the guidance of highly experienced managers. For example, they attend professional training opportunities together and evaluate the impact this has on their practice. Staff deployment and performance management are of a very high standard. The manager always takes measures to ensure continuity of care for children. For example, staff enjoy flexible working arrangements which minimise the absence of staff due to sickness. The nursery is extremely well managed and as a result, staff work exceptionally well as a team. Safeguarding is effective. Staff know how to spot signs that may give cause for concern and use highly effective strategies to ensure children are safe.

p.3

Quality of teaching, learning and assessment is outstanding

Staff have extremely high expectations of children and use their theoretical knowledge and expertise to plan effectively for each child across a broad curriculum. As a result, children enjoy exploring a wide range of highly stimulating activities and experiences. For example, young children enjoy sensory activities with cornflour, glitter and water. As they play, they demonstrate exceptionally high levels of engagement and staff provide them with time to think and respond to meaningful questions, which extends their learning. Older children are supported to make independent choices and demonstrate their understanding as they participate in group discussions with motivated and enthusiastic teachers. Children demonstrate exceptional maturity. For example, they maintain focus for a sustained period of time while sharing their knowledge of how to look after their teeth.

p.3

Personal development, behaviour and welfare are outstanding

High standards of hygiene are practised routinely. For example, children independently wash their hands before eating and wash their faces when they have finished. Staff offer children comfort and reassurance. For example, staff make eye contact with young children as they talk to them while carrying out care routines and sensitively reintroduce them to activities with their peers. Children feel settled, confident and secure. Behaviour is exemplary. Children are extremely familiar with routines, boundaries and expectations, and exhibit high levels of self-regulation. For example, children are not distracted by the activity of their peers and patiently take turns during activities. Staff praise children often, which helps to boost their confidence and self-esteem. Children flourish in the exemplary care they receive.

p.3

Outcomes for children are outstanding

The high expectations of the manager and staff team helps to ensure that children are making outstanding progress from their starting points. For example, the curriculum combines both the early years foundation stage and Montessori targets, which are exceptionally well tailored to meet children's individual needs. As a result, children demonstrate exceptional use of vocabulary. This helps to ensure that all children are well prepared for future transitions and successfully supports children at the highest level.

p.3

Setting details

Unique reference number 117114 Local authority Plymouth Inspection number 10071142 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 0 - 4 Total number of places 38 Number of children on roll 53 Name of registered person Lawrence & Maureen Taylor Partnership

p.4

reference number

Date of previous inspection 7 May 2015 Telephone number 01752 769704

p.4

reference number

Frogmore Montessori Nursery registered in 1991. It is situated in a residential area of Plymouth. The nursery receives funding for two-, three- and four-year-old children. The nursery opens each weekday, all year round, except for a week at Christmas. Core hours are from 8am until 5.45pm, with additional care offered between 7.30am and 8am, and from 5.45pm until 6.15pm. The nursery is privately owned and is one of two operated by the proprietors. One of the proprietors manages the nursery, supported by eight members of staff. All staff hold a relevant childcare qualification. The manager and two members of staff have achieved early years professional status. The manager and one member of staff also hold qualified teacher status, with another currently working towards the qualification. The nursery follows Montessori teaching methods and is a member of a Montessori association.

p.4

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.

p.4

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.

p.4

reference number

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 .

p.5

reference number

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

reference number

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

reference number

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

p.5