English Martyrs' Catholic Primary School

The Montessori Childrens House Main Road, Kingsley, Bordon, Hampshire GU35 9ND

p.1

Inspection date 24 June 2019 Previous inspection date 28 September 2012

p.1

This inspection: Good 2

Previous inspection: Outstanding 1 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

p.1

This provision is good

n The highly experienced manager and enthusiastic staff have a thorough understanding of the Montessori ethos and style of learning and how this links with the principles of the early years foundation stage. n Staff use clear and consistent strategies to promote good behaviour. They encourage children to consider the impact of their behaviour on others. Consequently, children are well behaved and learn to be tolerant of others. n Children thrive in the environment of rich learning opportunities. Montessori educational resources and more traditional toys complement the effective teaching methods of the well-qualified staff. n The manager and staff reflect on their practice and work together as a committed team to move the setting forward. Self-evaluation is accurate and focuses effectively on areas for development, to continually improve outcomes for children. For instance, recently they have increased opportunities for children to learn to use technology for a

p.1

This provision is good

purpose. n Partnerships with parents are good. Staff encourage regular communication and involve parents in their children's learning. They value parents' contributions and regularly meet with them to discuss children's interests and next steps in learning. n Staff are strong teachers of mathematics. They provide children with good opportunities to develop their mathematical knowledge. For example, when pumping and transporting water from a water pump, they help children learn about capacity. n Staff regularly complete relevant training. However, the knowledge gained is not always embedded effectively into everyday practice to raise their already good standards to an even higher level. n Staff are not always successful in building partnerships and sharing information with other settings children attend, to help offer children consistent support across all aspects of their lives.

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 refine staff supervision and monitoring systems to identify and tailor support to individual staff members, to raise the quality of their practice to a higher level n strengthen the partnership working with providers of other settings that children attend.

p.2

What the setting needs to do to improve further

n The inspector observed activities and staff's interactions with children indoors and outdoors. n The inspector spoke to the manager, staff and children at appropriate times during the inspection. n The inspector completed a joint observation with the manager. n The inspector sampled a range of documentation, including children's assessments and safeguarding policies and procedures. n The inspector looked closely at the progress of several children.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. Staff have a good knowledge of the possible signs of abuse and fully understand the procedures to follow should they have any concerns about a child's welfare. They undertake daily risk assessments and carry out regular fire evacuations to help children know what to do in an emergency. The manager reviews children's individual progress and the progress of different groups of children. She uses this information well to help identify those who may need additional support. The manager makes swift referrals to external professionals and uses effective strategies to help children catch up quickly. Additional funding has been used effectively to broaden children's experiences.

p.3

Quality of teaching, learning and assessment is good

Staff gather information from parents prior to children starting at the setting. Key persons work alongside parents to complete initial baseline assessments to ensure children's starting points are clear from the beginning. Planning is based on information from observations and used to identify next steps for children's learning. Indoor activities are enticing and accessible so that even the youngest children are easily able to make independent choices about which activities to work with. Staff provide consistent and gentle support to encourage children to complete their chosen activity. Children are given time to concentrate on activities and develop skills, such as filling and emptying containers, matching objects, and mark making. Staff nurture children's language and communication skills very well. For instance, they support children to learn new words when naming modes of transport. Staff model the vocabulary first and then ask

p.3

Quality of teaching, learning and assessment is good

questions to encourage children to use the words.

p.3

Personal development, behaviour and welfare are good

Staff are highly sensitive to individual children's needs. For example, flexible settling-in sessions are offered to help children adjust to the setting. Children are developing secure self-help skills. They demonstrate this as they help lay the table with china plates, place mats, cutlery and glasses at lunchtime. They know that they need to handle these carefully to prevent breakages. Children are encouraged to be active. The outdoor area provides plenty of opportunities for children to freely explore and challenge themselves, enabling them to achieve success in their physical development. Staff provide a range of outdoor activities to support learning in different areas, such as a nature garden where children learn about minibeasts and the natural world. Children enjoy playing imaginatively and cooperatively in the mud kitchen.

p.3

Outcomes for children are good

Children make good progress from their starting points and are motivated to learn. They develop the skills they require in readiness for the next stage of their learning and for school. For example, older children show good skills in holding and using pencils. They make marks and begin to form recognisable letters. Children develop a good understanding of managing risks, to keep themselves safe. For example, they learn how to climb trees safely at the local woodland.

p.3

Setting details

Unique reference number 110004 Local authority Hampshire Inspection number 10104176 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 2 - 4 Total number of places 26 Number of children on roll 18 Name of registered person Webb, Suzanne Jane

p.4

reference number

Date of previous inspection 28 September 2012 Telephone number 01420 479000

p.4

reference number

The Montessori Childrens House registered in 1992. The provision follows the principles of the Montessori teaching method. It operates from within the Kingsley Centre in the centre of Kingsley, Hampshire. Sessions are Monday and Thursday 8.30am to 2.45pm, Tuesday 8.45am to 1.30pm and Friday 8.30am to midday. There are five members of staff who work with the children, all of whom hold appropriate early years qualifications, including Montessori diplomas. The setting is in receipt of funding for the provision of free early education for children aged three and four years.

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