Elmwood Montessori School

Inspection of Elmwood Montessori School St Michael's Centre, Elmwood Road, Chiswick, London W4 3DY

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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 Good

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The provision is good

Children enjoy the time that they spend at the setting. They play nicely together and show a caring nature towards each other. For example, when children ask for help when making a pretend road, other children nearby offer their support. They spend long periods engaging in imaginary play together.

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The provision is good

Children concentrate extremely well on the activities that are available to them to choose from. They enjoy being creative at the art station, painting with a variety of different colours. They spend time developing their fine motor skills by cutting a variety of vegetables in the home corner. They also enjoy improving their hand-eye coordination by concentrating well when pouring water through funnels. They remain focused on these activities for long periods. Practitioners are engaging and support children when taking part in their self-selected activities.

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The provision is good

Children feel safe within the setting; they are confident within the environment. For example, children confidently engage in conversations with each other and practitioners. They clearly express their feelings and share their own thoughts. Children share their favourite things to do with each other as they play in the outdoor environment. Practitioners are passionate about children developing a love for books. Children engage in stories being read to them throughout their time at the setting. Practitioners ensure that stories are engaging by using different voices and gestures, and children actively join in with these sessions.

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need to do better?

n Children have opportunities to learn about different occupations and the people who help them. For example, parents come into the setting to talk to children about real-life experiences. This includes a visit from a doctor who spent time speaking to children and explained some equipment that they may see at the doctors and how these are used. Experiences like this help children to understand and become familiar with items that they may see when they visit the doctor's surgery. n Partnerships with parents at the setting are strong. Parents speak fondly of the setting and comment on how practitioners care for their children. They speak about the trusted relationships that have been formed. They explain how they feel comfortable leaving their children at the setting. Positive relationships ensure that children and their families feel secure within the setting. n Leaders provide a curriculum that is engaging. They ensure that supportive

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need to do better?

strategies are in place to enable children with special educational needs and/or disabilities (SEND) to develop to their full potential. However, practitioners do not always enhance activities to ensure that all children extend on what they already know. For example, practitioners do not consistently provide challenges

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need to do better?

24 May 2023 for children who are confident within their development. n Children have opportunities to develop their language skills. Practitioners will model new words to them such as 'stethoscope'. They also repeat words to enable children to have the opportunity to enhance and extend their vocabulary. n Children have opportunities to develop their imaginative skills. In the garden, they use tools to create roads with large wooden blocks. They spend time driving cars over the roads they create. Practitioners are good playmates for children. They show enthusiasm throughout the activities, which ensures that the children remain focused throughout play. n Children have opportunities to develop their mathematical understanding. For example, they measure themselves against the foam skeleton in the garden and spend time speaking about 'longer' and 'shorter'. They also learn about weights by filling up containers and talking about 'heavy' and 'light'.

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need to do better?

n Children behave well. They have positive friendships. For example, they play together well throughout their time at the setting. When children are collected, they hug each other and wave goodbye. Children are confident within the setting and express how they enjoy playing with a variety of different activities. n Children have plenty of opportunities to develop their independence skills. They choose where they would like to play and put their pictures out to dry after painting independently. Mealtimes also develop children's independence skills as they peel their own fruits. n Leaders know the setting well and can identify its strengths as well as weaknesses. They have plans in place to further improve on the experiences that are provided for children. Leaders have developed strategies to identify training opportunities that they provide for practitioners. This ensures that the setting is continuously developing.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Practitioners have attended a variety of safeguarding training sessions as part of their continuous professional development. This helps to ensure that their knowledge remains relevant and up to date. Training attended includes such matters as female genital mutilation and domestic abuse. Safeguarding and child protection are discussed during the staff meetings that are held. Practitioners know to report any concerns they may have and are aware of where to find additional information when needed. Leaders are aware of the signs and symptoms of abuse and know the processes that they would take if they were worried about a child within the setting. Practitioners have up-to-date, first-aid qualifications.

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should:

24 May 2023 n consider how activities can be consistently enhanced to support and challenge all children within their development.

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Setting details

Unique reference number EY490666 Local authority Hounslow Inspection number 10288884 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 40 Number of children on roll 27 Name of registered person Sarah Herbert Ltd

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reference number

Telephone number 020 8994 8177 Date of previous inspection 3 November 2017

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Information about this early years setting

Elmwood Montessori School re-registered in 2015. It is situated in Chiswick in the London Borough of Hounslow. The nursery is open each weekday from 8.00am to 3.45pm, during school term time only. The provider receives funding to offer free early education for children aged two, three and four years. There are six staff who hold relevant qualifications ranging from levels 3 to 6. The nursery follows the Montessori educational philosophy.

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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 managers and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke with the inspector during the inspection. n Practitioners spoke to the inspector during the inspection. n The inspector spoke with the nominated individual and managers about the leadership and management of the setting. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning.

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Inspection activities

n The inspector carried out joint observations of group activities with the manager.

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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

24 May 2023 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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