Rocking Horse Montessori Nursery

Inspection of Rocking Horse Montessori Nursery 1 The Stables, Carla Beck Lane, Carleton, Skipton BD23 3BU

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Children's communication and language development is not always consistently supported across the nursery. This is because the nursery has recently had some changes to the staff team. Additionally, the key-person system does not fully support all children to settle well and engage in their learning, or help parents to stay informed about their children's next steps in learning.

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The provision requires improvement

Children enjoy attending this nursery. They receive positive experiences with the kind and dedicated staff team. For example, children thoroughly enjoy their time in the nursery garden. They learn about the plants that grow and begin to name them. Babies develop their curiosity as they explore the texture of sand in the sandpit. Toddlers ride on wheeled toys and crawl through tunnels. This helps to build their large-muscle skills. Pre-school children stay physically active and build friendships as they play chasing games with each other.

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The provision requires improvement

Children develop their ability to solve problems. For example, they learn how to mix paint to make new colours. Staff challenge them to move water from one bowl to another using a system of guttering and stands. This helps to develop children's higher-level thinking skills.

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need to do better?

n The teaching of children's communication and language skills is variable. For example, pre-school children enjoy 'together time'. This allows children to practise their speaking skills in front of their friends. Consequently, their confidence grows. However, less-experienced staff are not as skilled in supporting children's language development. Staff do not always engage children in conversations or interact with them as they play. This has an impact on the progress that children can make with their language development. n The key-person system is not established enough to fully support children's well- being. New staff members have not been assigned key children or do not act as secondary key persons to provide consistency for children. Some children in the baby room are unsettled. They frequently sit on the laps of the staff or are carried around, limiting their play and learning opportunities. This also has an

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need to do better?

impact on staff being able to consistently support other children to remain engaged in their learning. n Children behave well and are kind to each other. For example, they show concern when they see that their friend is upset. Children develop confidence in their own abilities and build their resilience. For example, when children build a tower and it falls over, they say, 'We will do it again.' Children work together to build a new tower, developing their cooperation and teamwork skills. n Staff provide opportunities for children to develop their independence skills.

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need to do better?

19 May 2023 Children set the tables at lunchtime and serve their own meals. Toddlers learn how to use a spoon to scoop portions of fruit at snack time. Children help to keep the nursery tidy and look after the resources. For example, they wash the paint palettes in the sink after painting activities. This helps to teach children a sense of responsibility. n The nursery uses an online app to share photos and information with parents and carers about their children's daily routines. Parents say that their children build positive relationships with the staff who work at the nursery. However, some parents and carers report that they do not know who their children's key person is. As a result, some parents do not know their children's next steps in learning. This does not support them to continue their children's learning and development at home. n The nominated individual works directly with staff as they care for children. This

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need to do better?

helps her to provide on-the-spot coaching and support for staff members. Staff report good levels of well-being. They say that they feel supported on a personal level by the nursery leaders. However, the nominated individual recognises that supervision sessions have not been consistently carried out with some staff members. As a result, staff are not provided with dedicated time to discuss children's progress or any professional development needs. n The pre-school room leader recognises the impact that the COVID-19 pandemic has had on children's development. Consequently, she provides children with opportunities to develop key skills, such as the ability to pay attention and listen and how to interact and play with others. This ensures that when children leave the nursery, they are ready to begin the next stage of their education.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff complete online safeguarding training. This helps them to recognise the signs and symptoms of abuse and neglect. This includes the signs of female genital mutilation and radicalisation. Staff understand the importance of recording existing injuries to children. They know that any concerns about a child should be reported to the designated safeguarding lead. Staff understand the steps that they should take if they have concerns about colleagues or the nursery leaders. There are policies in place to make sure that mobile phones are not used in the presence of children. This ensures children's safety in the nursery.

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should:

n provide further support and training for newer and less-confident staff members to develop their skills in supporting children's communication and language development

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should:

19 May 2023 n strengthen the key-person system to support children to settle and engage further in their learning, and to provide parents with information to continue to support children's learning at home n enhance supervision arrangements for staff, to improve their skills and knowledge and provide opportunities to discuss children's well-being and development.

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Setting details

Unique reference number 2683803 Local authority North Yorkshire Inspection number 10293099 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 46 Number of children on roll 48 Name of registered person Branchetti Ltd

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reference number

Telephone number 07562413788 Date of previous inspection Not applicable

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Information about this early years setting

Rocking Horse Montessori Nursery registered in 2022 and is located in Skipton, North Yorkshire. It is open all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays. The nursery employs 12 members of childcare staff. Of these, four staff hold appropriate early years qualifications at level 3, one at level 4, one at level 5 and two at level 6. 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 deputy manager, nominated individual and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke to and communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between staff and children. n The inspector carried out a joint observation of a group activity with the

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Inspection activities

nominated individual. n Parents and grandparents shared their views on the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

19 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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