Cotswold Montessori School

Inspection of Cotswold Montessori School 3 Home Buildings Great Barrington, Burford, Gloucestershire OX18 4UR

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Overall effectiveness Good

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

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The provision is good

Children access a wealth of experiences to enrich their learning and allow them to thrive. There is a sharp focus on children as independent and highly respected individuals. This allows children to develop a strong self-belief in their own abilities. Children display exceptionally high levels of engagement in self-chosen activities. Staff expertly know when to watch, when to listen and when to engage. Children are given the freedom to explore, take risks and learn in context. Staff let children take risks while being well supervised. For example, older children pull themselves along large branches that straddle a climbing area outside. Children understand how to keep themselves safe. They use their hands, legs and feet to propel themselves forward. They climb, then squeeze under and through the large wooden structure. Each element requires children to think about how they must position their body to traverse the frame. 'Look, I go on my knees, I lean forward

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The provision is good

then I push, swing my legs and jump, like this look'.

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The provision is good

Children behave exceptionally well at this nursery. A deep respect for children is demonstrated throughout the setting. This is evident in the positive interactions between staff and children. Staff seek children's consent before attending to their needs. For example, they ask children before attending to intimate care. This means children learn that they have a sense of ownership over their own body. During minor conflicts, staff encourage children to consider the feelings of others, rather than asking them to say sorry. Leaders explain that this is a core value of the setting. Children are supported to understand right from wrong. This means they have the social skills to understand that actions have consequence and to develop empathy for each other.

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need to do better?

n The manager skilfully combines Montessori practice with the early years foundation stage framework. Children benefit greatly from the inspirational and ambitious curriculum. This successfully provides meaningful experiences for the children. For example, an annual lantern parade involves families and children to welcome in the darker nights and change in season. n Staff take time to understand what children can do independently. Good quality teaching supports children to build on what they know and can do over time. However, assessment does not always match what staff observe. For example, two-year-old checks could have a sharper focus on what key statements mean in context. Staff may benefit from additional coaching from the very experienced manager in this area. This will enable all staff to identify and support children at the earliest opportunity to make the best possible progress. n Children develop excellent self-help skills. For example, toddlers patiently wait

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need to do better?

their turn before independently spooning fruit into crockery. They collect their

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need to do better?

27 April 2022 glass and take it to the table and pour their own drink. Once they have finished, they put their dirty plates into a bowl and leave the table. Older children extend this further by wiping down surfaces, sweeping the floor and washing their dishes at the end of snack. The setting prides itself on the skills it gives children to be independent young people. n Parents speak extremely highly of the setting and its leadership. Parents share the broader experiences that are available to children. For example, the wide- ranging celebrations of European and world festivals and cultures. Parents feel the setting invests in their children and respects their views. Parents report that the setting offers a space that is safe, nurturing and peaceful, providing children with the opportunity to flourish. n Children with special educational needs and/or disabilities (SEND) make good progress. However, a sharper focus on what children can do and what additional

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need to do better?

support is needed in the earliest stages of development would ensure children make the best possible progress in a timely manner. n Leaders carefully choose resources that encourage concentration, exploration and challenge. Children are extremely enthusiastic, have a positive attitude to learning and develop the skills needed for future learning. Highly qualified and skilled staff use the curriculum to expertly teach early mathematics. Early reading and writing are given high priority in all activities. Staff ensure that children are immersed in opportunities to extend their communication and language skills throughout the day.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The setting has a strong commitment to safeguarding children and families. All staff take this very seriously and understand their responsibility to keep children safe. The manager has a clear process in place should any member of staff have concerns about a child or a member of staff. Staff undertake regular training to ensure their knowledge of safeguarding is current. Children take risks and learn how to keep themselves safe. This is expertly facilitated by staff. Staff and leaders have ensured they keep up to date with changes in legislation. They regularly discuss and improve on, their wider knowledge of safeguarding aspects so they can take appropriate actions to keep children safe.

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should:

n strengthen further the assessment of children with SEND to precisely and efficiently identify children's ongoing progress to drive standards even higher n consider ways to consistently monitor, coach and support all staff, to help swiftly recognise and address areas where they may need further support.

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Setting details

Unique reference number 2533269 Local authority Gloucestershire Inspection number 10208519 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 35 Number of children on roll 41 Name of registered person Cotswold Montessori Ltd

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reference number

Telephone number 01451 844350 Date of previous inspection Not applicable

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Information about this early years setting

Cotswold Montessori School re-registered in 2019. It is open from 8am until 5pm, Monday to Friday, for 48 weeks of the year. The owner/manager holds an international diploma in Montessori teaching at level 4. Two members of staff hold the early years initial teacher status, one holds qualified teacher status and three staff hold appropriate early years qualifications at level 3. The setting receives funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting has received since the COVID-19 pandemic. The inspector discussed the impact of the pandemic with leaders and has taken that into account in the evaluation of the setting. n The inspector and manager went on a learning walk. The manager told the inspector what they want children to learn and how they would do this. n The manager and inspector carried out two joint inspections. They observed how well staff teach children and discussed what they want them to learn. n The inspector spoke to staff at appropriate times during the inspection and also spoke to the children. n The inspector spoke to parents and took into account their views on how well the setting cares for their children.

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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

27 April 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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