The Village Montessori at Wrekenton

Inspection of The Village Montessori at Wrekenton Wrekenton Family Centre, 107 Lanchester Avenue, GATESHEAD, Tyne and Wear NE9 7AN

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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 Good

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The provision is inadequate

At times, children's safety is significantly compromised as the provider does not put measures in place to ensure the safety of all children. For example, she does not ensure that all staff, who have sole charge of children away from the nursery, have up-to-date paediatric first-aid certificates. This may impact on the response given by staff, should a child have an accident or become unwell in their care.

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The provision is inadequate

Parents are complimentary about the service the nursery provides. They are pleased at the information they receive when picking up and dropping off children. However, the provider is not consistent in contacting parents to discuss children's unexplained absences from the nursery. This can put children at risk of harm.

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The provision is inadequate

The quality of education is inconsistent. For example, during adult-led activities, staff discuss the learning that children are getting from the different activities. However, staff are less confident in discussing the ways in which the activities support individual children's learning. They are unsure how some activities build on what children already know and can do. This also means children are not being fully challenged in their play and gaining the skills needed to progress towards the next stages in their learning and development.

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The provision is inadequate

Despite significant weaknesses in the quality of education, children are eager to enter the nursery. They respond with smiles to the greetings given by the provider. Babies and younger children happily hold their arms out and leave parents with ease. Older children hurry to begin playing at their chosen activities.

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need to do better?

n Some staff bring mathematics into children's play. For example, when playing in sand, staff encourage children to count the number of scoops they need to fill a bucket. Staff talk about the buckets being 'full to the top', having 'no sand in' or 'being empty'. However, the teaching of mathematics is inconsistent across the nursery. Overall, staff do not use opportunities as they arise during play and routines to further children's understanding of numbers and counting or size and volume. n Staff encourage children to be independent. For example, at snack time, older children are supported to pour their own drinks, butter their own crackers and peel their own fruit. However, staff do not consistently use these occasions to further develop children's self-care skills. For example, children are not always reminded to wash their hands before eating. This means children are not developing their understanding of keeping themselves healthy.

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need to do better?

n Children engage in activities they have chosen themselves, and play for significant amounts of time on their own, relative to their very young ages.

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need to do better?

9 November 2022 However, staff do not consistently acknowledge children who play alone, even when children look directly at staff as they move around the nursery. This does not enable children to feel valued or develop their sense of emotional well-being. n Staff know to talk slowly to children, to get down to children's level to speak to them and give them time to respond. Staff automatically read the books children bring to them. They encourage older children to look at the pictures and talk about the story. Younger children join in, listening intently, as staff animate the stories with different tones of voice and movements. This helps to develop children's communication and language skills, with the introduction of new words, through play and stories, into their vocabulary. n Staff are nurturing and caring. For example, staff recognise when children need a cuddle. They pick children up and hold them closely. They know when children

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need to do better?

are tired and need to sleep. They cuddle children and use quiet, comforting tones of voice. n Children enjoy the opportunities the outdoor environment offers for their large- muscle development. For example, children move planks and other resources around the area to design their own obstacle course. They make sure everything is positioned correctly to enable them to move easily across the different levels. n Children show confidence when welcoming visitors to the nursery, eagerly inviting them into their play. For example, they show visitors how they mix flour and water together. Children happily ask visitors for help in filling tubes with water. n The provider and staff work in partnership with parents and other agencies in support of children with special educational needs and/or disabilities. Staff attend regular meetings in support of children's development. n The provider and staff work in partnership with local schools that children will

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need to do better?

attend on leaving nursery. They invite teachers into the nursery to meet children and discuss development. This helps children to settle into the next phase of their learning.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Staff talk confidently about the signs and symptoms of abuse and other safeguarding issues. However, potential risks to children, when away from the nursery, have not been carefully considered. Staff who do not hold paediatric first- aid certificates are left in sole charge of children. The inactivity of the provider and staff in following up on unexplained absences from the nursery in a timely manner, puts children at risk of harm. The provider ensures the suitability of staff and adults who could come into contact with children. Appropriate recruitment procedures are in place.

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Due date

ensure all staff who are in sole charge of children, with particular regard to times away from the nursery, hold a current paediatric first-aid certificate 08/12/2022

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Due date

improve partnership with parents and ensure there is a two-way flow of information sharing with parents about planned holidays, so unexpected absences do not become a safeguarding concern 08/12/2022

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Due date

ensure that the educational programme is carefully planned and tailored to individual children's learning needs and that it supports children's progress towards the next stages in their learning and development. 08/12/2022

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should:

n support staff to develop consistency in supporting children's mathematical development n help children to deepen their understanding of how to keep themselves healthy, by ensuring handwashing routines are put in place and maintained n review staff's practice to ensure that all children engage fully in the experiences offered.

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Setting details

Unique reference number EY453770 Local authority Gateshead Inspection number 10235971 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 Full day care

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inspection

Total number of places 40 Number of children on roll 36 Name of registered person VMNS Limited

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reference number

Telephone number 0191 4421419 Date of previous inspection 2 March 2017

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Information about this early years setting

The Village Montessori at Wrekenton registered in 2012 and is situated in Gateshead, Tyne and Wear. The nursery employs five members of childcare staff. Of these, four hold appropriate early years qualifications at level 3 and one at level 7. The nursery opens from Monday to Friday, all year round. Sessions are from 7.45am to 5.45pm. The nursery provides 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 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 provider and inspector carried out a learning walk. This helped the inspector to understand how they organise the early years provision and the curriculum. n The inspector observed the quality of education, indoors and outdoors, and assessed the impact of this on children's learning. n The inspector spoke with children, parents and staff during the inspection. n The inspector looked at various policies and documents, including those related to the suitability and qualifications of staff, and records of children's learning.

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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

9 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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