The Montessori Children's House

Inspection of The Montessori Children's House 34 Robin Hood Lane, SUTTON, Surrey SM1 2RG

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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

Children do not benefit from an ambitious learning environment. At times, children are not engaged in play and have not been taught how to use resources. Children do not have access to sufficient activities and do not understand how to play with resources provided. Therefore, children make little progress and learning is limited.

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The provision is inadequate

There is a lack of meaningful conversations between staff and children. Staff are polite. For example, staff acknowledge when children are speaking to them. However, staff do not continue conversations that progress the children's language and understanding. Therefore, children have limited experiences to develop their own language and communication.

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The provision is inadequate

Children are part of a highly diverse setting. This is recognised and at times celebrated. For example, children try traditional Jewish foods for Yom Kippur. This begins to support children's understanding of the different cultures in their society.

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The provision is inadequate

Some children do not learn how to manage their feelings. Children who demonstrate strong feelings are unsure how to communicate their emotion to staff. Therefore, behaviour is sometimes challenging.

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need to do better?

n Staff do not provide opportunities for children to communicate. Discussions between adults and children are minimal. For example, staff acknowledge words that children say but do not introduce new vocabulary. There are limited opportunities for children to develop their language, including those whose home language is not English. Therefore, children have limited social interaction with adults and their friends. n Activities are not planned well enough to support children's learning. Not all staff understand the areas of learning and how these fit with children's next steps. Therefore, children do not understand the learning taking place and make little progress. n Staff do not model how to use all equipment in the setting. Therefore, children do not gain quality learning experiences, particularly during child-led play. For instance, children are directed to the book corner when they are not using resources correctly. Therefore, learning is restricted and children do not explore

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need to do better?

other areas of learning that they may be interested in. n Leaders understand the importance of outdoor play and its benefits on physical development. Leaders successfully installed a new climbing frame in the outside area, where children enjoy going down the slide. n Staff sometimes promote good manners. For instance, before eating, children say thank you. This begins to promote respect for others. However, staff have

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need to do better?

21 September 2022 not taught children, particularly those with special educational needs and/or disabilities (SEND) how to control their emotions. Therefore, children do not understand how this affects others. n Staff do not use effective strategies to redirect children around the setting. For example, children are picked up and moved from behind, with no interaction. They are then placed in another area away from the activity they were engaged in. This does not support the children's emotional well-being as they are not independently choosing to do this. n Leaders provide training for staff, however, they have not assessed the impact it has on the children. Staff have undergone training on communication, special educational needs and/or disabilities (SEND) and safeguarding. However, leaders have not checked this training is being followed. Therefore, the training is ineffective and does not improve the support provided for the children.

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need to do better?

n Parents feel supported by the setting and enjoy receiving updates of activities the children are taking part in. They appreciate how they can ask leaders for help when applying for external agency support, such as speech and language therapy. However, support for children with SEND is not consistently effective to ensure they make the best possible progress.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Staff understand the indications and change of behaviours of a child that may potentially be at risk. They are aware of the procedures to follow if they have a concern and how to report this. The deployment of staff and handling of children does not consistently support children's emotional well-being. Staff do not use knowledge from previous training provided by leadership consistently. For example, when directing children to other activities in a non-verbal way.

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Due date

interact with children in meaningful conversations to progress children's learning and language development 20/03/2023

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Due date

provide a stimulating curriculum and develop strategies that support the individual needs of all children, including those with SEND and/or those who speak English as an additional language 20/03/2023

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Due date

21 September 2022 ensure all staff have the knowledge and skills to support children's behaviour positively and consistently to keep children safe. 20/03/2023

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Setting details

Unique reference number EY248359 Local authority Sutton Inspection number 10234691 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 30 Number of children on roll 27 Name of registered person The Montessori Children's House Ltd

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reference number

Telephone number 020 8652 5662 Date of previous inspection 9 September 2016

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Information about this early years setting

The Montessori Children's House opened in 2003 and is located in the London Borough of Sutton. The setting is open on Monday to Friday during term time from 8am until 4.30pm. A team of nine staff, including the nursery manager, works with the children. Of these, all staff hold appropriate early years qualifications. The setting is committed to the Montessori teaching methods and principles.

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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 inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector spoke to children, to find out about their time at the setting. n The inspector talked to staff members at appropriate times during the inspection and took account of their views. n Parents shared their views of the setting with the inspector. n The headteacher provided the inspector with a sample of key documentation, such as Disclosure and Barring Service checks and qualifications upon request.

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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

21 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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