Patchwork Montessori Nursery

Patchwork Montessori Nursery 36 Belmont Park Avenue, Maidenhead, Berkshire SL6 6JS

p.1

Inspection date 10 June 2019 Previous inspection date 29 April 2014

p.1

3

Effectiveness of leadership and management Requires improvement

p.1

3

Quality of teaching, learning and assessment Requires improvement

p.1

3

Personal development, behaviour and welfare Requires improvement

p.1

3

Outcomes for children Requires improvement

p.1

This is a provision that requires improvement

n Leaders do not monitor staff practice and its impact on children's learning effectively enough to ensure that the quality of teaching is good and to improve outcomes for all children, including those with special educational needs. n Key persons do not work in partnership effectively with other settings children attend to provide a consistent approach to support children's learning and development. n The quality of teaching is not consistent. At times, staff do not make the most of opportunities to engage children and extend their learning. n The organisation of some routines, such as mealtimes, does not meet children's needs. For example, children spend significant amounts of time waiting for their meals and lose concentration and engagement. n Arrangements to gather information from parents about what children already know and can do when they first start attending are not always fully effective to aid the

p.1

It has the following strengths

n Staff provide children with healthy and nutritious meals that help promote their good health. n Children enjoy their time at the setting. Staff build warm, close relationships with them, which helps children to grow in confidence and feel settled and secure.

p.1

What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must: Due date monitor staff performance more closely to identify staff's individual development needs, to help raise the quality of teaching to a consistently good level 10/07/2019

p.2

What the setting needs to do to improve further

build effective relationships with other settings children attend to provide a consistent approach to children's learning and development. 10/07/2019

p.2

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 increase opportunities for children to share their thoughts and ideas, to challenge them fully and extend their learning n review routines of the day, such as mealtimes, to make sure children are engaged in worthwhile activities and do not lose focus and concentration n gain more information from parents when children first start about children's skills and abilities on entry to the setting, to help aid the planning process.

p.2

What the setting needs to do to improve further

n The inspector held a meeting with the manager and the provider to discuss self- evaluation, safeguarding and staff professional development. n The inspector had a tour of the setting. She observed the quality of teaching during activities indoors and outdoors. The inspector assessed the impact this has on children's learning and development. n The inspector talked with staff, children and parents at appropriate times during the inspection. n The inspector viewed a range of documents and checked evidence of the suitability of adults living and working on the premises. n The inspector observed a planned activity and jointly evaluated the teaching with the manager and the provider.

p.2

Effectiveness of leadership and management requires improvement

Self-evaluation and monitoring processes are developing. The manager and provider aspire to achieve good standards. However, they are not as reflective as possible on all aspects of the provision to aid further improvement. The arrangements for the performance management of staff are not fully effective. For example, leaders do not monitor staff practice closely enough to identify all areas for improvement, to ensure the quality of teaching is consistently good. However, managers supervise staff, who benefit from some training opportunities. Parents and other provisions children attend are not engaged effectively enough. However, parents speak positively about the nursery and say their children are very happy. Safeguarding is effective. Staff demonstrate an awareness of the known indicators that might suggest that a child is at risk of harm. They know the procedures to follow should they identify any safeguarding concerns

p.3

Quality of teaching, learning and assessment requires improvement

The quality of teaching across the setting is variable. Some staff demonstrate an appropriate understanding of how children learn and use the information they know about each child to help children move forward and make progress in their learning. However, not all staff use skilful questioning to extend and enhance children's knowledge or to build on previous experiences. Staff do not involve parents fully in children's initial assessments on entry to plan effectively for children from the outset. Staff capture some opportunities to build on older children's mathematical and literacy skills. For instance, children identify the date by counting on from Friday to Monday and are developing an understanding of sounds and the letters they represent. Staff effectively help children to learn that differences exist between people. For example, they use a range of resources that represent people from different occupations and children eagerly join in with telling

p.3

Quality of teaching, learning and assessment requires improvement

stories about family members who fought in the war.

p.3

Personal development, behaviour and welfare require improvement

On the whole, children behave well. However, at times, such as during mealtime routines, there are long periods when staff do not engage children in meaningful activities. This sometimes has an impact on their behaviour as they become restless and lose focus. Children have good opportunities to play outside in all weathers. They enjoy being physically active and collecting rainwater in drainpipes. Children are curious about the world around them and show a keen interest in nature and wildlife. For example, they study bees and insects and learn to observe them safely.

p.3

Outcomes for children require improvement

Weaknesses within teaching mean that children, including those in receipt of funding, do not always make the progress they are capable of. Nevertheless, most children are gaining some of the basic skills they need to help support them with their move to school. They learn to count objects, recognise numbers and follow simple instructions. Children show an interest in developing their early writing skills. They show that they feel happy and secure at the setting. For example, they enjoy free painting and drawing shapes on the ground with chunky chalks in the rain.

p.3

Setting details

Unique reference number EY461546 Local authority Windsor and Maidenhead Inspection number 10108849 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 2 - 4 Total number of places 25 Number of children on roll 40 Name of registered person Patchwork Nursery Limited

p.4

reference number

Date of previous inspection 29 April 2014 Telephone number 01628 622469

p.4

reference number

Patchwork Belmont Montessori School re-registered in 2013. The nursery is open from 8am until 6pm every weekday for 48 weeks of the year. It is closed for two weeks during the summer, one week at Easter and one week at Christmas. There are seven members of staff, six of whom hold qualifications from level 3 to level 7. The nursery provides funded early education for two-, three- and four-year-old children.

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