Clarendon Montessori School

Inspection of Clarendon Montessori School 5th North Watford Scout Hut, Corner of Upper Highway & Hamilton Road, Abbots Langley, Hertfordshire WD4 8PP

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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

Staff act as positive role models for children. They remind children to speak kindly and politely to one another, including reminding them to use their manners when they ask their friends to pass them a toy during activities. The staff team work well together and provide children with a calm and welcoming learning environment in which they thrive. Children arrive and wave goodbye to their parents and carers happily, before settling down at an activity of their choosing.

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The provision is good

Children enjoy physical activities indoors and outdoors. As they play outside, children practise different sporting activities in preparation for their sports day. They learn to negotiate obstacles and use their bodies to move in different ways. Indoors, children strengthen their hand muscles as they lift and tip water carefully from one container to another. This also promotes their hand-to-eye coordination.

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The provision is good

Staff help to prepare children for their move on to school. They regularly speak to children about the upcoming change, promoting discussions about the children's new routines. Staff encourage children to open their own packages and they provide activities where children practise carrying trays in preparation for lunch time at school. These opportunities develop children's independence. They speak to children about their recent visits to their new schools enthusiastically. This helps children to feel positive and prepared for this important transition.

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need to do better?

n There is a clear curriculum intent that is focused on teaching children the skills they need to gain for their future learning. Staff have a good knowledge of the curriculum and deliver this well. They recognise the key areas to focus on and provide children with different opportunities to gain and practise a range of new skills. These learning opportunities are carefully planned and based on children's interests. The staff team regularly discuss children's progress, so that all staff who work with children know them well. n Staff adapt their interactions with children to support children's various ages and stages of development. They recognise the value of older children sharing their knowledge with others. For instance, they encourage children to explain to their friends how the funnels they are using work. Small group activities for the youngest children are short and succinct. Staff build a sense of anticipation for

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need to do better?

children and encourage them to use their emerging language. For instance, staff blow bubbles for children, encouraging them to say 'ready, steady, go'. Children's engagement levels are good so staff repeat this, which provides children with opportunities to practise these relevant words in context. n Overall, staff interactions with children are positive. However, occasionally staff do not support children to make connections between their various experiences

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need to do better?

3 July 2024 and strengthen their learning further. For example, staff play a song about different ways to manipulate dough as children explore the dough first hand. Staff do not show the children how to complete the different actions that the song mentions, such as squeezing and pinching the dough, to help them understand what is meant. n Managers demonstrate a good oversight and knowledge of the children and families who attend the nursery. They form strong professional relationships with parents, offering them guidance and support where required to benefit the children. They send home resources to support children's development and this provides children with consistency between home and the nursery. Parents feel well informed about what their children have done during the day. n Children who have special educational needs and/or disabilities (SEND) receive good support. Staff know the children well and form meaningful bonds with

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need to do better?

them all. Work with other professionals is effective, and those staff with more knowledge and experience of supporting children with SEND act as positive role models to their colleagues. They share strategies and ideas with one another to provide a consistent approach to meeting children's individual needs. n Staff feel well supported in their roles. Managers provide various opportunities for them to develop their professional knowledge. Staff take the initiative to identify additional training themselves, which helps them to build on their already good interactions with children further. Managers are conscious of staff's well-being and make any adaptations needed to support staff at work. This helps all staff feel valued and appreciated.

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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 support staff to provide children with consistent opportunities to make connections between their various learning experiences to strengthen their knowledge and understanding further.

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Setting details

Unique reference number 2721394 Local authority Hertfordshire Inspection number 10356455 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 30 Number of children on roll 36 Name of registered person Amjos (HERTS) Ltd

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reference number

Telephone number 07711349655 Date of previous inspection Not applicable

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Information about this early years setting

Clarendon Montessori School registered in 2023. The nursery employs eight members of childcare staff. Of these, seven hold appropriate early years qualifications at level 2 or above. Sessions are from 8am until 3pm, Monday to Friday during term time. The nursery receives funding for the provision of 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 inspector viewed the provision and discussed the safety and suitability of the premises. n Managers joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector talked to staff and children at appropriate times during the inspection and took account of their views. n Verbal and written feedback from parents and carers was taken into consideration by the inspector. 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. n Managers showed the inspector documentation to demonstrate the suitability of

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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

3 July 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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