Rectory Garden Montessori School

Rectory Garden Montessori School Old Church Road, Melton, Woodbridge, Suffolk IP13 6DH

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Inspection date 2 July 2019 Previous inspection date 18 June 2015

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This inspection: Good 2

Previous inspection: Good 2 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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This provision is good

n Leaders and managers have worked hard to address the recommendations set from the previous inspection. They use tracking effectively to identify children in need of additional support and work with the key person to use targeted interventions, such as implementing individual education plans. They ensure next steps are meaningful and continue to move them forward in their learning. n Parent partnerships are strong. Parents and key persons meet regularly to discuss children's good progress. Parents comment that staff 'nurture their children's independence', preparing them for the transition on to 'big school'. n The environment offers an inviting, calming and purposeful place to learn. Children are independent in their own choices but seek out other children and adults to share their experiences with. They delight and work cooperatively in simple but engaging activities, such as filling up a large tray to 'splash in puddles'.

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This provision is good

n Practitioners use their skills to develop children's ability to think critically. For example, during activities about life cycles, children are given visual cues and asked questions about the transformation of tadpoles into frogs. At times practitioners ask children a series of questions without always waiting for them to respond, to give them time to think, process and answer the questions asked of them. n Mealtimes offer children opportunities to be independent and develop self-care skills, such as opening packets and pouring drinks. However, there are times when staff deployment gives children mixed messages. For example, staff do not always role model expected behaviour. As children are told to 'sit on your chairs', staff frequently leave their chair to support children with their meal.

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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 ensure children are given sufficient time to think, process and respond to questions asked n review the routines for mealtimes to ensure practitioners effectively role model expected behaviour.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this had on children's learning. n The inspector spoke with staff at appropriate times throughout the inspection and completed a joint observation with the manager. n The inspector held a meeting with the manager and also discussed self-evaluation. n The inspector looked at relevant documentation, such as evidence of the suitability of staff working in the setting, records of children's learning and a selection of policies and other records. n The inspector spoke to a small number of parents during the inspection.

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Effectiveness of leadership and management is good

Room managers and practitioners meet regularly to discuss planning, observations and assessment. This helps with the delivery of a range of interesting and hands-on learning experiences that support children to make progress in their learning. Practitioners are well supported through supervision meetings and additional strategies such as peer monitoring that reflects on their strengths and skills. Staff meetings ensure that good practice is recognised and embedded by praising individual practitioners for their successes. As a result, staff retention is good as practitioners feel valued for their contributions in the setting. Safeguarding is effective. Practitioners can identify indicators of abuse and know the importance of recording and reporting their concerns.

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Quality of teaching, learning and assessment is good

Children have access to a beautiful outdoor space where they can learn about features of the natural world through activities such as planting. They grow fruit and vegetables and regularly check on their growth or harvest these for their snack. Practitioners talk to children about whether fruit is ready to eat, encouraging them to look at the colour to decide if it is 'ripe'. Children show good levels of engagement during group times. They are keen and enthusiastic to contribute to discussions about what they know water can be used for. Practitioners extend this further to teach children about how water is used by people and communities beyond their immediate experiences. They use photographs as effective learning tools to enable children to engage with the theme.

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Personal development, behaviour and welfare are good

Practitioners create a stimulating and safe environment for children. When taking part in a nature walk practitioners plan together the route, risk assess and consider the ages and stages of development of children to assess if additional support is needed. Children demonstrate good self-care skills. They find their plates and cutlery when needed and show good levels of perseverance when attempting to open packaging at lunchtime. Practitioners are conscious of the needs of children. They understand that good nutrition and rest is conducive to learning. Staff provide an additional second snack to help children 'refuel' during a busy morning. Children have opportunity to relax and reflect during quieter activities if they do not wish to sleep.

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Outcomes for children are good

Children make good progress during their time at the setting in relation to their initial starting points. Targeted interventions ensure that children who need additional support continue to consistently make progress over a sustained period of time. Children are confident learners. Older children are capable in early letter recognition, they identify when letters look similar or different and sound out individual letters to form words, such as 'lamp', during phonic activities. Children leave the setting with the skills needed for school.

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Setting details

Unique reference number EY406233 Local authority Suffolk Inspection number 10106690 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 1 - 4 Total number of places 28 Number of children on roll 49 Name of registered person Alexander, Georgina

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reference number

Date of previous inspection 18 June 2015 Telephone number 01394 388777

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Rectory Garden Montessori School registered in 2010. The setting employs 10 members of staff. Three members of staff hold an early years degree and early years professional status. A further seven members of staff hold appropriate early years qualifications at level 3 or above. The setting is open 8am to 4pm Monday to Friday during term time only. The setting provides funded early education for two-, three- and four-year-old children. Staff support children with special educational needs and/or disabilities.

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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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