Papillon Montessori 1

Inspection of Papillon Montessori 1 St Marys Cricket Club, Headstone Lane, HARROW, Middlesex HA2 6NF

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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 are very happy at this nursery. They build strong bonds with staff and respond well to the staff's calm, caring and positive interactions with them. Children eagerly approach staff to play alongside them, or for comfort or reassurance. Children learn to play well alongside their peers due to the effective role modelling by staff. For example, they play together in the role-play area, making a pretend picnic for each other, or work as a team to solve a puzzle. They develop teamwork and conversational skills while they hold two-way discussions as they play.

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The provision is good

Children behave well. They understand staff's expectations of them clearly. Children benefit from well-embedded routines. For example, children happily join in circle times and sit well on their chairs as they eagerly participate in the songs and discussions.

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The provision is good

Children are confident and enthusiastic learners. For example, they perform their parts in the Christmas play with pride and concentrate well on developing their skills at using glue by making collages. Children feel proud to carry out responsibilities and help their peers. They develop their self-esteem as they carefully stack chairs or collect carpet spots, which help children to find where they sit.

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need to do better?

n Staff carefully consider how to support children to make good progress in their communication and language. Staff use a wide variety of ambitious words with the children. For example, they explain how animals are 'hibernating' for the winter. Staff incorporate many songs and stories into their curriculum. This supports children to develop a wide range of vocabulary n Staff teach children important skills so that they make good progress in their personal, social and emotional development. Children take turns well as they queue up to go down the slide. Staff support children to use good manners. For example, children say please and thank you as they take fruit and vegetables for their snack. These important skills will help children in the next stage of their learning journey. n Staff regularly reflect on their practice and how they can improve as a team. They work to improve their practice through regular training and reading. This

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need to do better?

leads to good outcomes for children. n Leaders support children with special educational needs and/or disabilities (SEND) very well. They work closely in partnership with parents and external professionals to ensure that children get the support they need. Staff implement strategies that these external professionals recommend, to help children make

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need to do better?

5 December 2022 progress and meet their individual learning goals. Staff give specific children regular one-to-one support to help them to achieve their targets. n Staff build strong parent partnerships. They take time to meet parents regularly, to discuss the progress that their children are making and how they can support them at home. This supports children to transition well between home and nursery. n Staff are passionate about understanding the individual needs and interests of each child. They carefully consider how to use these individual needs and interests to support children with their learning. Staff understand what their key children need to learn next to make progress. They plan how to help children to achieve these next steps in their learning. This means that children make good progress overall. n Staff provide many opportunities for children to develop their hand-eye coordination and strengthen the small muscles in their hands. For example,

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need to do better?

children push, squeeze and press play dough, or build constructions using blocks. Children benefit from the large outdoor space that they have to run around in. They enjoy moving to music. For example, they jump along as they sing 'hop, little bunny' or perform the actions to 'heads, shoulders, knees and toes'. They participate in regular gymnastics sessions provided by a specialist. However, staff do not always consider how to support children to develop specific physical skills, such as climbing, balancing and jumping, during daily play. For example, the slide provided for the children is not sufficiently challenging to allow children to develop their physical skills and to challenge all children. This does not support children to learn how to take appropriate risks. n Occasionally, staff ask children too many closed questions. They do not always give children enough time to think through their answer. On these occasions,

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need to do better?

this does not support children to make progress in their communication and language.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have good knowledge of what to do if they have concerns regarding a child's well-being. They attend regular training to ensure their safeguarding knowledge is up to date. Important safeguarding information is clearly displayed in the setting for staff to access if necessary. The manager has a good understanding of safeguarding procedures and knows where to go for further support if necessary. Processes for recruitment are robust.

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should:

n consider how to help children learn to take appropriate risks

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should:

5 December 2022 n consider how to support staff to develop their questioning techniques.

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Setting details

Unique reference number 509135 Local authority Harrow Inspection number 10234579 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 20 Number of children on roll 20 Name of registered person Vithlani, Devi Prashant

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reference number

Telephone number 02084282281 Date of previous inspection 20 January 2017

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Information about this early years setting

Papillon Montessori 1 pre-school registered in 1997. It is located in the London Borough of Harrow. The pre-school opens from 9.15am to 3.45pm, each weekday, during term time. The pre-school is in receipt of funding for the provision of free early education for children aged two, three and four years. The pre-school follows Montessori teaching methods. It employs four members of staff, all of whom hold appropriate early years qualifications.

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Inspection activities

n This was the first routine inspection the setting 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 and discussed the curriculum. n The inspector carried out a joint observation of an activity with the manager. n Children spoke to the inspector about what they enjoy doing within the setting. n The inspector observed the interactions between staff and children. n The inspector held discussions with staff and parents and took their views into account. n The inspector held discussions with leaders about nursery practices and procedures.

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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

5 December 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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