Malton Montessori School

Inspection of Malton Montessori School Uplands House, Castle Howard Road, Ryedale, Malton, North Yorkshire YO17 6NJ

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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 previously inspected

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils enjoy coming to school. Adults have ensured that pupils have high expectations of how they and their friends should behave. Pupils behave well. They are polite and courteous and show good manners at all times. In the classroom, the atmosphere is calm and relaxed. Pupils work on their own individual learning tasks for most of the time. Much of the work they complete is hands-on, tactile learning, with regular discussion about their learning. Pupils say how they like this way of learning. For some tasks, pupils learn together, which helps them to listen to others and share opinions. Pupils’ achievements are high. Teachers do not put a limit on what pupils can study. They encourage pupils to follow their interests in topics that they have introduced. Pupils’ work is of a consistently high standard. Pupils spend lots of time playing and learning in the large and interesting outside space.

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What is it like to attend this school?

The Montessori philosophy of peace, equality, simplicity, integrity and respect spreads across the school day. Pupils have a very good understanding of difference and equality. They are surprised at the very idea that some people may be treated negatively because of how they look, the relationships they have or what they believe in.

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better?

Pupils love to read. They read alone and to adults, or adults read to them regularly throughout the day. Reading is an essential part of every day in this school. Teachers are well trained in teaching pupils to read. They use a very structured approach to teaching phonics. Pupils very quickly become confident and fluent readers. Pupils talk enthusiastically about the authors they prefer. This ability to read well helps pupils to easily access other areas of the curriculum.

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better?

Pupils learn to become good mathematicians. They move quickly through planned activities. Each pupil has their own planning book. This helps them to independently identify what their next steps are. Pupils confidently tell you about what they are doing, for example creating parallelograms. Their excellent use of mathematical vocabulary shows how well they have remembered what they have learned before.

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better?

Teachers plan learning according to the Montessori planning and principles. The proprietor has ensured that pupils have a wide range of good-quality resources to learn from. All teaching staff are trained in the Montessori method of teaching. They have good subject knowledge. Pupils’ learning in all subjects is planned in a structured and sequential way. Teachers also encourage pupils to study things that interest them. The different subjects that pupils learn about is wide ranging. They also get the opportunity to develop their interests and talents. Discussions with pupils show how well they have remembered things. In all subjects, but particularly in science, pupils’ use and understanding of scientific vocabulary is excellent.

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better?

Pupils write frequently. When they write, they use sophisticated and complex vocabulary. Pupils’ writing shows that they have a sound knowledge of grammar and 12–14 November 2019

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punctuation. However, when they are writing, some pupils forget to use basic punctuation and spelling. Pupils’ writing is often untidy. School leaders have identified this weakness. However, they have not acted quickly enough to help pupils improve.

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Teachers manage pupils’ behaviour well. They encourage pupils to become resilient and independent. Through their studies and their extensive reading, pupils learn about the world around them. Discussions with teachers help pupils understand how other people may not have the same thoughts and beliefs as them. No subject or language is forbidden to be discussed. Teachers keep resources up to date and relevant. For example, when learning about the government, pupils can see pictures of the current prime minister.

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Although a range of policies are available for parents and carers on the school website, they are difficult to locate. Within school, leaders do not ensure that documents for recording behavioural incidents are always easily at hand. Some leaders are not closely involved in checking the quality of the school’s work. This limits the scope for the school’s further improvement.

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The proprietor has ensured that all the independent school standards have been met. The proprietor has also ensured that the school is compliant with schedule 10 of the Equality Act 2010. Parents comment on how good communication is between them and the school. Parents also told inspectors how pleased they were with the progress their child was making.

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Safeguarding

The arrangements for safeguarding are effective. Staff are vigilant and take safeguarding seriously. Parents say that they feel their children are safe. The proprietor has ensured that all her staff have spent time becoming knowledgeable about child protection. They receive individual training and complete online safeguarding courses. Several members of staff have taken advanced level safeguarding training. Thorough checks are made on all staff to make sure they are suitable to work with children.

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Safeguarding

The designated safeguarding lead is appropriately trained. She has ensured that the safeguarding policy, which is available on the school website, considers the most recent government guidelines.

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(Information for the school and proprietor)

 The proprietor reviews school performance. However, not all leaders are involved in this process. This limits the scope for further improvement. The proprietor should ensure that all senior leaders evaluate their areas of responsibility and act effectively to address any areas for improvement.  The website contains all appropriate policies. However, they are difficult to locate. 12–14 November 2019

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The proprietor needs to ensure that documentation is better organised and more easily accessible to all staff, and where appropriate, parents.  Staff manage behaviour extremely well. However, the book in which staff may record behaviour incidents is not readily available to all staff. Leaders need to ensure that staff have effective access to these documents so that any behaviour incidents are promptly recorded and addressed.  Pupils’ use and understanding of vocabulary is very strong. Pupils also have an excellent knowledge of grammar and punctuation. However, pupils do not apply this knowledge to their written work, which is generally not well presented. Senior staff need to take more effective action to ensure that pupils’ writing reflects their knowledge of punctuation and spelling and that presentation is improved.

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you’re not happy with the inspection or the report, you can complain to Ofsted . 12–14 November 2019

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School details

Unique reference number 147161 DfE registration number 815/6046

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School details

Inspection number 10123293 Type of school Other Independent School

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School details

Website www.maltonmontessorischool.co.uk

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School details

Email address enquiries@maltonmontessorischool.co.uk

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School details

Date of previous inspection Not previously inspected 12–14 November 2019

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Information about this school

 This is the school’s first full standard independent school inspection. The school received a pre-registration inspection in June 2019, when it was judged likely to meet all the standards.  The school teaches to the philosophy and practice of Montessori. Through self- directed, hands-on learning and play, adults intend to nurture children’s natural desire for knowledge, understanding and respect.  The school is registered to accept up to 25 pupils between 5 and 11 years of age. There are currently five pupils on roll, none of whom have a special educational need and/or disability.  The school is located on the edge of a North Yorkshire village. It has a large main building, extensive grounds and other smaller buildings. The proprietor and her family live on the first floor of the main building.  The Montessori nursery school shares the same site and buildings as the school. Pupils mix with children from the nursery at various points during the school day,

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Information about this school

including lunch. The nursery was judged to be outstanding when it was previously inspected in June 2013.  The proprietor is also a teaching headteacher. The proprietor’s children hold two of the three other teaching posts. Two of the proprietor’s children also attend the school as pupils.

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Information about this inspection

We carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 This announced inspection took place over two and half days. The lead inspector was present throughout the inspection, with a team inspector being on site on the second day.  The inspectors spent most of their time with pupils in the classroom. They spoke to pupils, looked at their work and spoke to teachers throughout the inspection. Inspectors observed behaviour at all times of the school day.  The inspectors considered in detail pupils’ learning in reading, mathematics, science and history.  Inspectors also spoke to parents and staff from the school and nursery.  Inspectors studied a range of documents, including safeguarding documentation, 12–14 November 2019

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to ensure that the independent school standards are consistently met. The safeguarding policy and record of recruitment checks on staff was also scrutinised.

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Inspection team

Jo Sharpe, lead inspector Her Majesty’s Inspector

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Inspection team

Steve Rogers Ofsted Inspector 12–14 November 2019

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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 children looked after, safeguarding and child protection.

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