Alexandra Montessori Hammersmith

Inspection of Dalling Montessori Nursery Ground Floor, Church Court, Dalling Road, London, Middlesex W6 0EU

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Overall effectiveness Inadequate

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

p.1

The provision is inadequate

Children's safety cannot be assured in this setting, due to leaders' and staff's poor understanding of the setting's policy and procedure for safeguarding. For example, leaders are not fully aware of the procedure for reporting allegation made against a staff member. This means that they will not act quickly and efficiently when a concern arises.

p.2

The provision is inadequate

The manager and staff do not have consistently high expectations of children's learning. At times, children's experiences are limited. For example, staff often leave children to wander around and look for something to do. This impacts negatively on their attitudes to learning. Although children generally behave well, they are not consistently taught well enough about how to keep themselves safe. For example, a child is left unsupervised on a carousel, which children from a local school turn around fast. This leads to the child attempting to get off while the equipment is moving. Staff do not always supervise children effectively and their existing risk assessment for outings is not sufficient.

p.2

The provision is inadequate

Most children separate easily from their parents on arrival. Staff take time to talk to each parent when children arrive. This means that the transition between home and nursery is as easy as possible for children. Staff provide children who are upset with reassurance and cuddles. This helps them to settle in within the new environment.

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need to do better?

n Leaders do not effectively monitor the quality of the nursery. They do not identify areas of weak practice swiftly enough and do not provide staff with targeted training to improve it. This means that they are not meeting several requirements of registration. n Although leaders design a broad curriculum, they do not ensure that staff successfully implement it. Staff do not focus precisely enough on helping children to work towards their next steps. At times, staff are not clear on the purpose of the activities set out for children. For example, staff put out cutters and rollers, however, no play dough is accessible for children to use on this occasion. This does not support children's learning, as the opportunities for them to strengthen their small muscles are not maximised. n Children generally are eager to learn and show interest in books. Staff read familiar stories to them. They explore books about healthy eating, which is a

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need to do better?

focus of the setting. However, at times, children's learning is not always supported during group activities. This is because staff do not effectively engage with children who choose to communicate less. n Staff interactions with children are inconsistent. At times, staff support older

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need to do better?

13 September 2022 children's communication and language through meaningful conversations, such as about road safety. However, staff do not support younger children consistently to enhance their communication skills. Children's interactions with staff are often limited to instructional language, as staff tell them what to do, rather than converse with them. n Staff do not demonstrate a secure knowledge of child development. They plan activities that are too long and difficult for some children in their care. Staff do not reflect on the effectiveness of the experiences that they provide for them. For example, they take children for a walk every day, even when younger children are visibly upset about walking for an extended period. This does not support children's well-being and development effectively, as children do not build on what they can and want to do. n The key-person approach is ineffective. Although staff collect children's starting

p.2

need to do better?

points during settling-in sessions, they do not use them to sequence their learning well enough to meet children's individual learning needs. Inconsistencies in teaching impact how well children are supported in their learning, and this hinders their progress over time. This includes children with special educational needs and/or disabilities, children who speak English as an additional language and those who receive funding. n Children learn about the importance of good health and the benefits of eating a healthy diet. The provider works well with parents to ensure that packed lunches that children bring meet their dietary needs. However, on occasion, staff do not support children's health well. For instance, they fail to bring water and rain covers for an outing. This has a negative impact on children's well-being. n Staff provide some ways to promote older children's knowledge of mathematics. For example, children count people and objects during activities and practise to

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need to do better?

write numerals. n Children have some opportunities to gain independence skills, as staff encourage them to attend to their personal needs on their own. Staff support children who need help with some tasks, such as changing to outdoor shoes. n Staff feedback well to parents about their child's day. Parents praise the bilingual nature of the setting. They feel involved in children's experiences and comment on the skills children learn, such as eating healthy snacks.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

Leaders and staff do not have a good enough knowledge and understanding of the processes they need to follow if they have concerns about a child's welfare and/or the conduct of a member of staff towards children. Leaders and staff, including the designated safeguarding leads, fail to demonstrate that they are able to identify that children are at risk of harm. They will not act quickly or effectively enough, when a concern arises. Existing risk assessments need improvements, to ensure children are kept safe during outings. Suitable procedures are in place to assure the suitability of staff before they commence employment at the nursery.

p.3

Due date

improve leaders' and staff's knowledge about safeguarding, including how to identify and manage concerns in line with the local safeguarding partners and what to do when an allegation is made against a staff member 13/10/2022

p.4

Due date

improve arrangements for evaluation and monitoring of the practice to identify areas of staff development and provide targeted support that ensures their practice continually improves 13/10/2022

p.4

Due date

improve existing risk assessment for outings to ensure children's safety 13/10/2022

p.4

Due date

ensure effective supervision of all children at all times to keep them safe as they play 13/10/2022

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Due date

ensure the key-person approach is used to tailor care and education to effectively meet children's individual needs 13/10/2022

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Due date

improve the curriculum delivery to support children to make good progress in all areas of development 13/10/2022

p.4

Due date

plan and deliver learning experiences that consistently motivate children to learn, and that provide good levels of support for all children, including children with special educational needs and/or disabilities, so that all children achieve the best possible outcomes. 13/10/2022

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Setting details

Unique reference number 2498843 Local authority Hammersmith & Fulham Inspection number 10205225 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.5

inspection

Total number of places 70 Number of children on roll 14 Name of registered person Dalling House Mandarin Immersion Limited

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reference number

Telephone number 442088469662 Date of previous inspection Not applicable

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Information about this early years setting

Dalling Montessori Nursery registered in 2019. It operates from premises in Ravenscourt Park, in the London Borough of Hammersmith and Fulham. The nursery is open Monday to Friday, from 9am to 3.30pm, during school term times. The provider offers a breakfast club from 8am to 9am and an after-school club from 3.30pm to 6pm. The nursery employs four staff, two of whom hold relevant qualification at level 7. Two staff are currently working towards their childcare qualifications. The nursery teaches children in English and Mandarin.

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Inspection activities

n This was 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 setting. n The inspector observed the quality of education and the impact this has on children's learning. n The manager and the inspector completed a learning walk around the setting. n The manager and the inspector carried out a joint observation of an activity. n The inspector spoke to children, parents and staff. n The inspector checked relevant records, including evidence of the suitability of staff working with 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

13 September 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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