Daisies Montessori Nursery School

Inspection of Daisies Montessori Nursery School Abbots Ripton C Of E School, Abbots Ripton, Huntingdon PE28 2LT

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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 Not applicable

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The provision is good

Children enter the setting with confidence. They are welcomed by a staff team, who are excited to see them. Children understand the routine and take off their outside shoes before entering the setting. Staff know the children well. They offer support to the youngest children to hang their coats up. Staff use the Montessori approach to create an environment that supports children to make good progress.

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The provision is good

Children show a positive attitude to their learning. Staff encourage children to make independent choices. For example, children choose their own trays with activities to complete and find a table or flat mat to sit at. When they have completed the activity, children proudly show off their activity achievements. The curriculum is ambitious for all children. It has a clear focus on helping children learn the skills they require for their future.

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The provision is good

There is a calm atmosphere within the setting. Staff are consistent in their expectations of children's behaviour. Children have a good understanding of this and, as a result, they behave well. In the garden, staff provide children with a large space to explore. Children enjoy taking risks as they build towers with the crates and climb up to jump off.

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need to do better?

n Staff support children's communication and language development from a young age. Children enjoy listening to stories. Staff change their voice to suit the characters in the story, which attracts the attention of others. This helps develop a love of books. After listening to the story, staff challenge children to retell it. They use picture cards, predicting what the next card is before they see it. n Children enjoy playing with and alongside their friends, developing their social skills. At the small world area, children work together to build using the wooden blocks. They laugh together as the tower falls. Outside, children wash the bicycles together at the car wash. Children have different jobs and clean different parts of the bicycles, working together until they are clean. n Children have a wealth of opportunities to learn about the world around them. Outside, children search for minibeasts under logs. They use magnifying glasses

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need to do better?

to make the bugs 'bigger' and look at their minibeast charts to work out what they have found. In the main room, exploration boxes allow children to explore artefacts from different parts of the world. Using a postcard exchange, the setting shares information and drawings from their children with other settings. They send them to other pre-schools around the world and they receive things back. The children love waiting for the postcards to arrive, excited to find out which country they may be from. The setting takes time to explore the countries, encouraging children's curiosity and answering any questions they

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need to do better?

24 April 2024 may have. n In general, staff support children well, and all children make good progress. However, at times, high-quality interactions are not consistent. As a result, interactions across the staff team need to be strengthened to ensure a consistent approach for all children. n Children with special educational needs and/or disabilities (SEND) have good support. Through early intervention, the setting ensures that children have the right support in place in a prompt manner. This helps children to make the best possible progress they can from their starting points. Parents who have children with SEND comment on the positive impact the setting has had on their children. n Parent partnerships are strong. Parents specifically choose this setting based on its Montessori approach. They are pleased with the progress their children make at the setting. Parents receive updates on their children's learning regularly and

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need to do better?

are aware of their children's next steps in their development. Parents comment on the ideas the staff give them to support their children at home. n The manager and her team have a clear vision for the setting. Staff comment on the manager's support for their well-being and the progress they make in their own professional development. Staff cascade information to each other after training courses. They work together to develop ways to integrate the learning into practice. This ensures that the setting is always striving towards providing the best possible care and education.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n strengthen staff's knowledge and skills to deliver high-quality interactions effectively so that all children benefit from the learning. opportunities.

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Setting details

Unique reference number 2671275 Local authority Cambridgeshire Inspection number 10335633 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 26 Number of children on roll 36 Name of registered person Daisies Nursery School Limited

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reference number

Telephone number 07949 254946 Date of previous inspection Not applicable

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Information about this early years setting

Daisies Montessori Nursery School registered in 2021. The setting employs five members of childcare staff. Of these, four hold appropriate early years qualifications at level 2 or above and the manager holds qualified teacher status. The setting opens from Monday to Friday, during term-time only. Sessions are from 8.30am to 3.30pm. The setting 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 the evaluations of the provider. n The manager and the inspector completed a learning walk together of all the areas of the setting and discussed their curriculum and what they want children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on children's learning. n The inspector carried out a joint observation of a group activity with the manager. n The inspector spoke to parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of suitability of the manager and the team.

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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 April 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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