Meon Springs Montessori – Kilmeston

Meon Springs Montessori – Kilmeston Kilmeston Village Hall, Kilmeston Road, Kilmeston, ALRESFORD, Hampshire SO24 0NW

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Inspection date 4 April 2019 Previous inspection date Not applicable

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This inspection: Inadequate 4

Previous inspection: Not applicable Effectiveness of leadership and management Inadequate 4 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Inadequate 4 Outcomes for children Good 2

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This provision is inadequate

n The provider does not check that staff have a secure understanding of all safeguarding issues. Staff do not recognise the significance of important safeguarding disclosures. They do not always respond to child protection concerns to keep children safe. n The provider does not adequately train staff to understand the setting's safeguarding policies and procedures. Staff do not share child protection concerns with external agencies promptly so that matters can be fully investigated by professionals. n During some group activities, staff expect children to sit for long periods of time. Young children sometimes lose concentration and fidget. n Staff are slow to initiate contact with staff at other settings that share the care of children. They do not offer children a consistent learning experience from the time they start at the setting. n There are serious weaknesses in the self-evaluation system. The management team

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This provision is inadequate

does not address all weaker areas of practice and breaches in requirements.

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It has the following strengths

n Staff provide challenging learning opportunities for older children throughout the day. Children make good progress and they hone a range of skills that they are likely to use in the school environment. They confidently write a range of letters and familiar words. n Staff encourage children to engage in different role-play situations. For example, they recruit children to work in 'the local hospital'. Children use their imaginations and diagnose illnesses. Staff encourage them to use new words and children talk about their own experiences of visiting doctors and nurses.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure staff have a secure knowledge of all issues that relate to safeguarding, including how to identify the type of disclosure that could mean children are at risk of harm 16/05/2019

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What the setting needs to do to improve further

ensure staff fully understand the setting's safeguarding policies and procedures, and that they are aware of how to escalate concerns about children's welfare to agencies with a statutory responsibility to safeguard children within an appropriate time frame to keep children safe. 16/05/2019

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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 improve group activities to meet the needs of all children involved, including the youngest children n strengthen systems to promptly form links with staff at other settings that share the care of children to communicate about children's learning and care n develop systems of self-evaluation to identify all breaches in requirements and to raise the quality of the provision for all children and families.

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What the setting needs to do to improve further

n The inspector spoke to parents about methods staff use to share details about children's learning. n The inspector talked to children about activities they enjoy when they attend the pre- school. n The inspector looked at learning documents and she spoke to staff about children's progress. n The inspector and the provider evaluated an adult-led activity and they discussed any areas for improvement. n The inspector held a leadership and management meeting with the manager.

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Effectiveness of leadership and management is inadequate

The management team does not adequately monitor all aspects of the setting and there are areas of significant weakness. Arrangements for safeguarding are not effective. Although staff regularly access safeguarding training, the provider does not check the impact that learning has on their practice. For example, staff are able to answer correctly when they are given a range of child protection scenarios. However, they do not always respond quickly when a real disclosure is made about children's care. Staff do not have a clear understanding of the setting's safeguarding policies and procedures. They do not share safeguarding information in a timely fashion with other agencies, such as children's social care, to keep children safe. Staff do carry out daily risk assessments of the environment to highlight any areas of concern. They check that the garden is safe to use before children investigate the area. Staff also give children clear instructions about

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Effectiveness of leadership and management is inadequate

how to stay safe. They remind children about why they need to keep liquids away from technology, and children do follow the rules. The provider implements a safe recruitment and vetting policy. She checks that applicants have the necessary qualifications to fulfil the role. She continues to assess their suitability. For instance, she asks about any changes to personal circumstances that have an impact on their suitability to look after children. When children attend more than one setting, staff seek consent from parents to share information. However, there is sometimes a delay in exchanging information with others and in gaining a full picture of children's development.

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Quality of teaching, learning and assessment is good

Staff teach children about the human body. For example, they encourage children to identify their body parts. Staff reinforce the names of less familiar organs so that children know these next time. Staff encourage children to understand their bodies. For example, they encourage children to listen to their own hearts. Children are keen to make their own guesses about what happens when they move about. Staff precisely pinpoint levels of development that children are working at. They engage frequently with parents to discuss details about children's learning. Parents are happy with the quality and quantity of the information they receive. Staff plan a stimulating range of activities throughout the week, such as dancing. Children are quick to demonstrate their favourite positions. Young children are not always interested in sitting during extended group activities and they sometimes struggle to maintain attention. However, staff do offer

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Quality of teaching, learning and assessment is good

young children many opportunities to explore the environment. Children dig their hands into wet soil in the mud kitchen. The manager deploys staff well across the setting. There is always a member of staff available to answer children's questions.

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Personal development, behaviour and welfare are inadequate

The failure to address child protection issues significantly compromises children's well- being. However, staff always speak sensitively to children, who are comfortable in their presence. Children immediately move into the busy play area when they arrive in the morning. Staff give children effective encouragement to develop some new physical skills. For instance, they encourage children to practise accurately throwing and kicking balls. Children are excited when they hit their target. Staff are helpful role models. For example, they demonstrate how to use small tools. Children carefully select their own fruit, and they are eager to be independent. They carefully copy the technique and fill their plates with healthy food. Staff remind children to be kind to others. Children continually behave well towards their friends.

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Outcomes for children are good

Children in receipt of additional funding make similar progress to their peers and they are well prepared for the next stage in their education. They make good use of the relaxation areas to look at books and to talk to friends. Children identify numbers, and many add and subtract small numbers. They enjoy counting insects in the garden area. They recognise different colours and talk to friends about different shapes. Children complete everyday tasks for themselves. They put their own coats and boots on before going out in the rain.

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Setting details

Unique reference number EY540307 Local authority Hampshire Inspection number 10089866 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care Age range of children 2 - 4 Total number of places 18 Number of children on roll 27 Name of registered person O'Reilly, Gemma Jean Kate

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reference number

Date of previous inspection Not applicable Telephone number 07779780228

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reference number

Meon Springs Montessori - Kilmeston registered in 2017. The setting operates during term time, Monday to Friday from 8.30am until 3pm. The provider and the manager hold childcare qualifications at level 3. Two other members of staff are qualified at level 3 and another member of staff has attained a childcare qualification at level 2. There is also an early years apprentice who works with children. A chef works with children at lunchtime. The setting is in receipt of funding for the provision of early years education for children aged two, three and four years.

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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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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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