Park Royal Montessori Nursery

Inspection of Park Royal Montessori Nursery 3A Unimix House, Abbey Road, LONDON NW10 7TR

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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 Inadequate

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The provision is inadequate

Leaders do not ensure that all safeguarding and welfare requirements are followed at this setting. The provider has not made the necessary improvements since the last inspection. This has an impact on the learning, safety and well-being of the children who attend this setting.

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The provision is inadequate

The quality of the curriculum is not good enough. Staff do not use high-quality interactions to support children to develop in their communication and language. Staff do not use carefully planned learning opportunities to support children to achieve the next steps in their learning. Too often, key persons describe children's next steps as learning numbers or writing or reading letters of the alphabet. This does not reflect children's age and stage of development. This means that key persons do not plan appropriate learning opportunities for children. This does not support children to make good progress in their learning.

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The provision is inadequate

Staff do not support children effectively to understand how they should behave. They are inconsistent in communicating expected behaviours. At times, staff change their minds about what they are asking children to do and this becomes confusing for children. For example, they tell children that they are going to go and run around. However, staff then ask children not to run around, so that children have space to play with tricycles and toy buggies. This inconsistency around behaviour expectations does not support children to feel safe and secure within this environment.

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need to do better?

n Although leaders make sure that every child has a named key person, they do not ensure that children's individual needs are met through the key-person system. For example, staff do not engage younger children in age-appropriate play and learning opportunities. At times, they leave them to roam around the room or sit with them, but do not interact with them and explain what is happening throughout the day. This impacts on the progress that children make and does not support their learning or emotional well-being. n Leaders do not ensure that enough appropriately qualified and skilled staff are present at all times. This impacts on the ability of the staff to meet the individual needs of children. For example, during a circle time for children aged one to four years, staff were unable to engage all children due to their differing ages and stages of development. Some of the children began to run around the room or

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need to do better?

talk between themselves. This did not support children to make progress in their learning at this time. n Staff have a poor understanding of how to support children to behave well. They do not clearly communicate with children about how they expect children to

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need to do better?

21 February 2024 behave. For example, staff tell children they have done 'good listening' after a story time session in which many children were distracted. Staff do not always challenge behaviour that does not meet their expectations, such as hitting or throwing toys. This does not support children to understand what positive behaviours look like or support them to follow instructions. n Leaders have not put an effective and systematic curriculum for communication and language in place. There are too many occasions when quieter children are left to play with limited interactions unless they approach a member of staff. This means that children do not make enough progress in their communication and language. Staff do not always model language correctly to children. For example, staff lead children in singing about 'sleeping mouses'. Too often, staff use a limited range of vocabulary in their interactions with children, such as

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need to do better?

when they repeatedly sing 'happy, happy, happy' to babies, without broadening the range of language they are using. This means that children do not have the opportunity to consistently learn accurate language or expand their vocabulary. n Leaders do not ensure that staff always follow the latest government safety guidance when placing babies to sleep. For example, at times, staff put babies to sleep on their side with a pillow. They do not check them regularly enough as they sleep. At these times, staff do not support the safety of babies as they sleep. n Leaders do not support staff to identify and remove or minimise potential risks to children. For example, staff hang aprons behind a sand/water tray. Children then need to climb on top of the tray to reach the aprons. Staff frequently allow children to climb on and off chairs and tables, creating a risk to children. n Staff support children to develop their independence skills. They teach children

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need to do better?

the importance of brushing their teeth and washing their hands. Staff teach children how to put on their coat and use a knife and fork. This helps children to begin to develop some self-care skills. n Leaders and staff prioritise building parent partnerships. They keep parents updated with what their child has been doing at nursery and plan outings to involve parents in the life of the nursery. n Leaders have supported staff to improve their understanding of child protection processes. Staff now have sufficient understanding of processes to follow if they have identified that a child may be at risk of abuse. However, ongoing weaknesses in leadership and management compromise children's safety and welfare.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

ensure that key-person arrangements are used to effectively meet children's individual needs 07/03/2024

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Due date

ensure suitably qualified staff are deployed effectively to keep children safe and meet their needs at all times 07/03/2024

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Due date

support staff to consistently and effectively manage behaviour so that children understand the behaviour expected of them 07/03/2024

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Due date

ensure that latest government safety guidance is always followed when placing babies down to sleep 07/03/2024

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Due date

identify all risks to children and remove or minimise these hazards, so that children are safe at all times. 07/03/2024

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Due date

ensure that interactions between staff and children are of a consistently high quality to support children to make progress in their communication and language. 07/03/2024

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Setting details

Unique reference number EY451672 Local authority Brent Inspection number 10316210 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 45 Number of children on roll 17 Name of registered person Kindervine Day Nursery Limited

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reference number

Telephone number 02089653993 Date of previous inspection 4 October 2023

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Information about this early years setting

Park Royal Montessori Nursery registered in 2012 and is situated in the London Borough of Brent. The nursery is open from 7.30am to 6pm, for 51 weeks of the year. It employs five members of staff. Three staff hold a level 2 qualification and two staff hold a level 3 childcare qualification. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The deputy 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 in the setting. n The inspector observed the interactions between staff and children.

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Inspection activities

21 February 2024 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 February 2024 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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