Albany Montessori School

Inspection of Albany Montessori School Sea Cadet Hall, Westminster Lodge, Holywell Hill, ST. ALBANS, Hertfordshire AL1 2DJ

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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 Outstanding

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The provision is good

Children and parents are warmly welcomed as they arrive. They are greeted by friendly staff who help children to settle quickly and engage in a range of enticing activities. Attentive key persons quickly respond to children's emotional needs by offering them cuddles and calming story times. This helps children to develop positive relationships with staff and promotes children's emotional well-being.

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The provision is good

Children are curious and keen learners. They make good use of the Montessori resources in the play environment. For example, children build structures using the 'brown stairs' and 'pink tower' blocks together. Staff encourage children to compare the size and shapes of the blocks. This supports children to widen their understanding of mathematical concepts. Children enjoy their time outside. They develop their physical skills as they ride bicycles and scooters up and down ramps. Children show care and consideration for the natural world as they fill up their watering cans to water plants. They say they are 'watering plants to help them grow'.

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The provision is good

Children behave well. Younger children follow staff's instructions to roll up and put away their mats independently before moving on from their play. Older children are helpful as they sweep dried rice into piles when classical music begins to play at tidy-up time. Children are learning to share and take turns. Staff are supportive and challenge children to think about how they can resolve their conflicts.

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need to do better?

n Managers are highly passionate and reflective to provide an inclusive setting that follows a Montessori philosophy curriculum. The organisation of the environment incorporates a Montessori design which allows children to explore a holistic and organic style of play. For example, young children practise using cutlery as they scoop marbles into bowls. Repetition and practice allow children to embed their learning, which they progress in successive activities and challenges. n Staff's interactions with children are positive and meaningful. They know their key children well and ask parents to complete 'Welcome to my world' information forms before children begin. Staff understand the different range of experiences children have, which they build on. For example, staff recognise the impact of the COVID-19 pandemic on children's interactions outside of the home environment. They quickly identify gaps in children's learning and refer them to

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need to do better?

outside professionals for additional support. Children with special educational needs and/or disabilities are supported well by staff who sensitively care for their individual needs. n Children benefit from inspiring staff who teach them to develop a love of stories and singing. Children are engrossed in story times that are skilfully led by staff.

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need to do better?

8 November 2022 For example, staff passionately tell the story of Guy Fawkes. Children keenly volunteer to re-enact the story and dress up as guards, King James and Guy Fawkes. They learn new words such as 'parliament' and the 'Tower of London'. This helps children to gain a good understanding of the history of the world in which they live. Children eagerly join in with music sessions. They enjoy singing familiar songs as staff play the guitar. They sing, gently sway and giggle to the songs they sing at different speeds. This gives children time to relax and be calm. n Overall, teaching is good. Children have some opportunities to learn and practise independence skills, such as washing their hands and putting on their own shoes. However, staff do not always make use of occasions such as mealtimes to further develop children's learning. For example, staff do tasks that children could attempt for themselves, such as chopping up their own fruit and tidying

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need to do better?

away their lunch boxes. Staff do not always supervise mealtimes effectively to ensure children are only eating their own food. n Staff feel supported by managers. They are keen to extend their knowledge through training. This helps staff to feel confident in their roles. n Parents speak highly of the setting and staff. Parents of children who speak English as an additional language say they make good progress in their speech and language development. They appreciate the effective communication methods used to share information.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The management team and staff have a broad knowledge of child protection issues. They can identify the signs and symptoms which may indicate that a child is at risk of harm. Staff know who to contact if they have concerns about a child's safety and welfare. Managers ensure staff have access to regular training to keep their knowledge up to date. They implement robust recruitment and vetting procedures for all new staff. Managers ensure staff remain suitable for their role and provide regular supervisions and appraisals.

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should:

n review snack times and mealtimes to ensure children are supervised effectively and to provide more opportunities for children to develop their independence skills.

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Setting details

Unique reference number EY490518 Local authority Hertfordshire Inspection number 10236679 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 34 Number of children on roll 36 Name of registered person Good Way To Spend The Day Ltd

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reference number

Telephone number 07432 669751 Date of previous inspection 7 February 2017

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Information about this early years setting

Albany Montessori School registered in 2015. The setting employs 12 members of childcare staff. Of these, eight hold appropriate early years qualifications at level 2 or above, including the manager who holds a qualification at level 7. The setting operates from Monday to Friday, during term time only. Sessions are from 9am until 3.15pm, and extended care hours are 7.30am until 5.15pm.

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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 provider. n The manager and the inspector completed a learning walk together. n The inspector observed the quality of teaching, indoors and outdoors, and assessed the impact of this on children's learning. n The inspector reviewed relevant documentation, including evidence of staff's suitability and first-aid certificates. n The inspector held discussions with the staff and children at appropriate times during the inspection. n The inspector spoke to parents and took account of their views. n The manager and the inspector conducted a joint observation.

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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

8 November 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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