Bright Start Montessori Pre School

Inspection of Bright Start Montessori Pre School Crofton Oak Scout and Guide Hall, Crofton Road, Orpington, Kent BR6 8JE

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children show a positive attitude to their learning. They are happy and secure, greet each other and staff with big smiles and leave their parents confidently. Children independently select their chosen activity from the thoughtfully planned and ambitious curriculum. All children, including those in receipt of extra funding or with special educational needs and/or disabilities (SEND), make good progress from their starting points. There is a strong emphasis on children's language development. Children of all ages develop a love of reading as books feature highly in the curriculum. Children select books independently and listen to staff as they enthusiastically read a story.

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The provision is good

Children behave extremely well. They quickly learn the pre-school routines and the simple rules that are in place for their safety, particularly during their nature school sessions. Children are respectful towards each other and confident in different social situations. This is because staff are good role models. Children are independent and enjoy helping each other and staff. Children benefit from being cared for by well-qualified and experienced staff. The atmosphere is calm and productive. Small groups of children play together with great concentration. For example, in the garden, they eagerly throw balls to try to get them through the basketball hoop.

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need to do better?

n The management team is ambitious and well supported by the enthusiastic staff team. Together, they know the children very well and provide a broad curriculum, designed to help all children achieve their potential. Staff plan a good range of activities and experiences based on engaging topics, children's interests and what they need to learn next. For example, after reading a familiar story, children experiment mixing colours to make their own 'mucky ducks'. n Staff assess children's learning closely and quickly spot any gaps in development. They plan particularly precisely for children with SEND and use successful strategies, such as picture exchange cards, to help children's understanding. Children in receipt of extra funding are monitored and individual plans put in place to support their learning. Staff are well qualified and experienced, which helps them to meet children's individual needs confidently.

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need to do better?

n Staff support children's language development well. They use stories successfully to ignite children's interest in books, introduce new words and teach new ideas. Staff encourage plenty of conversation with children, who enjoy sharing their views and ideas. Most children are confident communicators and those with language delay learn new words quickly. Children who speak English as an additional language are supported well to develop language skills. However, staff do not fully support them to hear or use their home language

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need to do better?

22 March 2022 while they play and learn. n Staff support children's mathematical skills well, and a recent course attended by staff has strengthened this within the pre-school. Children confidently count, compare sizes, recognise shapes as they play, and talk about which set has more cubes. n Partnerships with parents are strong. A well-established key person system supports children to form strong relationships with staff. Staff share information with parents about their child's progress in a range of ways. Staff talk to parents at the beginning and end of the day and add information to the online learning journals. They make suggestions on how parents can support learning at home. Staff work effectively with other professionals involved in children's care and education. n Children have high levels of imagination and bring this into their everyday play. For instance, they eagerly engage in a flying carpet ride, making suggestions on

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need to do better?

where the carpet can land. Children enthusiastically tell friends to tip toe and creep because they do not know what they will find at this different land. n Children are developing an understanding of healthy lifestyles. They enjoy plenty of opportunities for outdoor play, including time at nature school. Staff support children's knowledge of healthy eating during snack and mealtimes. n The management team is highly reflective and has a strong vision for the setting. Managers continually evaluate the environment and resources available to children. Staff benefit from professional development opportunities to improve their knowledge and practice. They say they are part of a supportive team and feel their well-being and expertise are valued.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The management team and staff have a secure knowledge of how to keep children safe from harm. They attend regular training to ensure they keep their knowledge of safeguarding procedures up to date. Staff know the possible signs of concern, including indicators that children may be at risk of being radicalised. They are aware of the correct procedures to follow when necessary. Staff are deployed effectively throughout each day and supervise children vigilantly. The management team follows a clear recruitment process, as well as conducting ongoing checks to ensure staff are suitable to work with children.

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should:

n support children who speak English as an additional language to hear and use their home language during play.

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Setting details

Unique reference number 137278 Local authority Bromley Inspection number 10137816 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

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inspection

Total number of places 42 Number of children on roll 75 Name of registered person Steadman, Michelle Lorraine

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reference number

Telephone number 01689 850904 Date of previous inspection 13 May 2016

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Information about this early years setting

Bright Start Montessori Pre-School registered in 1991. It is located in Orpington, in the London Borough of Bromley. The pre-school follows the Montessori approach to education. It opens five days a week, during school term times, from 9.20am until 4.30pm. The pre-school receives funding to provide free early education for children aged two, three and four years. A team of 15 staff, including the manager, is employed at the pre-school; of these, 13 staff hold childcare qualifications between level 3 and level 5, with two staff unqualified. The setting supports children who have SEND.

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Inspection activities

n This is the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager and inspector completed a learning walk together and discussed the early years curriculum. n The inspector observed the interactions between staff and children and spoke with staff at appropriate times. n The manager and inspector completed a joint observation. n The special educational needs coordinator discussed with the inspector how children with SEND are supported at the pre-school. n Parents shared their views of the pre-school with the inspector. n The manager provided documentation for the inspector to sample.

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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

22 March 2022 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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