Educare Montessori

Inspection of Educare Montessori 24 Norbury Court Road, London, Surrey SW16 4HT

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The manager and the staff provide a calm, loving and friendly environment, in which children are happy and emotionally secure. Children behave well and play cooperatively with each other. Staff support children well to help them learn to share and take turns during play and to take account of the needs of others. Children enjoy taking part in large-group games, such as 'What's the time Mr Wolf?'. Children confidently initiate play with adults.

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The provision is good

The manager has high expectations for children and guides staff effectively to plan activities that help to motivate children's learning. The curriculum focuses on sensory-based activities. Children develop a strong exploratory impulse. For example, younger children explored squeezing crushed biscuits and syrup through straws to create wiggly worms. Staff introduce children to new words, for instance as they describe the texture of the materials that children explore. Children build on their vocabulary.

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The provision is good

Occasionally, some staff do not recognise when to provide younger children with more time to process their thoughts and answer questions. Staff have not fully considered ways to enhance children's understanding of diversity. Staff do not consistently embed their learning from the training they participate in.

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need to do better?

n Key persons establish strong relationships with families. Parents report that key persons are responsive to their suggestions and work well in partnership with them to meet children's needs effectively. For example, they share information effectively with parents to support a consistent approach to help children learn to use the toilet independently and to learn to brush their teeth. n Key persons establish strong bonds with their key children. Children are excited to see their key person, and to spend time with them. For example, they run up to them, giggling happily, to seek a cuddle or to initiate play. n The highly qualified manager monitors children's progress effectively and is aware of the learning needs of individual children. She guides the key persons well to plan an ambitious curriculum which focuses on what children need to learn next to achieve their long-term targets. Children benefit from quality and

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need to do better?

challenging learning experiences that help to prepare them for future learning. n Key persons engage well in children's play. Children gain new skills. For instance, they learn to identify shapes, numbers and colours. This helps to extend children's early mathematical development. n Key persons know the children well and adapt activities effectively to meet children's individual needs. Key persons skilfully identify when children are ready to move on to the next activity and support them well to extend on what they

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need to do better?

7 November 2019 know. Children are motivated to explore, and they learn to persevere during tasks. Key persons recognise children's efforts and praise them, to acknowledge their achievements. Children build confidence in their abilities. n The staff demonstrate patience and respect in their interactions with the children and with each other. They act as good role models to the children. n Children build on their independence. They learn to put on their shoes and coat and to do their buttons. Children are encouraged to work with their peers, for instance to tidy up and put resources away. Children learn how to maintain and care for the setting's resources. n Staff provide a limited range of activities, resources, images and print that reflect the children's diversity. They have not fully considered ways to provide consistent opportunities for children to learn about themselves and their wider community.

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need to do better?

n The leadership team uses self-evaluation effectively to consider how to develop the environment and the curriculum. The manager continues to consider ways to help staff to fully embed their learning from the training they participate in. n Occasionally, some staff ask questions but do not provide the youngest children with enough time to think and give their answers. Sometimes, the pace of interaction is too quick for the youngest children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff are knowledgeable about how to identify possible warning signs and symptoms of abuse. The manager understands her responsibility to contact relevant outside agencies should she have any concerns about children's welfare. She understands the procedures to follow in the event of an allegation against staff. Staff risk assess the environment regularly before children arrive. They teach children how to manage risks and how to keep themselves safe.

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should:

n help staff to fully embed their learning from the training that they participate in n strengthen staff skills to fully support children to build on their thinking skills n increase opportunities for children to explore a range of cultural resources and activities so they consistently build on their understanding of themselves and the wider community.

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Setting details

Unique reference number 2536040 Local authority Croydon Inspection number 10121813 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 1 to 3 Total number of places 33 Number of children on roll 6 Name of registered person Parris Nunes, Lima Carol

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reference number

Telephone number 07961583107 Date of previous inspection Not applicable

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Information about this early years setting

Educare Montessori registered in 2019. It is located in the London Borough of Croydon. The provision operates Monday to Friday from 7.30am until 6.30pm throughout the year. Four members of staff work with the children. The manager is a qualified teacher. One member of staff holds a qualification at level 4 and another member of staff holds a qualification at level 2.

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Inspection activities

n The inspector accompanied the manager on a learning walk and assessed how staff plan the physical environment and activities to meet children's needs. n The inspector observed an activity with the manager, and assessed how the manager monitors teaching practice. n The inspector held discussions with staff about safeguarding, to assess their knowledge of how to keep children safe. n The inspector met with parents and took account of their views on how the setting meets the needs of children. n The inspector held discussions with the management team and looked at relevant documents, including staff training and suitability checks.

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Inspection activities

We carried out this inspection 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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Inspection activities

7 November 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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