One World Montessori

Inspection of One World Montessori Chislehurst Village Hall, Church Lane, Chislehurst, Kent BR7 6NY

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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

All children are confident and happy during their time in the pre-school. Staff demonstrate a good knowledge of their curriculum and how they implement it to support all children to enjoy learning. Staff have a high expectation of what children can achieve and plan accordingly. Children are keen to join in with the interesting activities that staff carefully plan for them. For example, staff use therapy play to support children's recent visits to their new school and visiting the doctor. This play supports children's emotional well-being.

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The provision is good

The well-defined curriculum intent is clearly understood by staff as they listen to and follow children's conversations and interests. Staff are advocates for all children becoming effective learners. Staff are ambitious for children's achievements. They use their secure knowledge of children, and the skills and knowledge children need to learn next, to inform their plans to support children's development. All children progress well in their learning.

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The provision is good

Staff work hard to support children to learn the social skills that are needed to interact successfully. Children receive extensive praise and warmth for their achievements. This helps to support their confidence and resilience and gives them a positive sense of their own identity and independence.

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need to do better?

n The provider has a clear intent for children's learning. Staff have a good understanding of what this means for their practice and work together to embed the curriculum goals. This means that children are exposed to learning that promotes good development. n Children demonstrate a growing vocabulary. Staff are good role models. They introduce new words to children as they play and learn. They speak clearly and slowly to children, modelling the correct pronunciation of words to children as they play. However, staff do not consistently use effective questions to challenge children's thinking skills and extend learning. n Leaders work effectively to identify children with possible special educational needs and/or disabilities. Staff work closely with external professionals, where necessary. They implement the strategies that these professionals recommend, to help children achieve their individual learning targets. This leads to good

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need to do better?

outcomes for children. n Staff support children to develop their mathematical skills. Children confidently count, draw numerals using their fingers in the air and recognise numbers displayed. Staff introduce sizes and shapes as they use small bricks to build castles. n Children benefit from a range of indoor and outdoor learning experiences. Staff

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need to do better?

5 July 2024 support children to develop their physical skills. Children eagerly join each other as they ride around on wheeled toys. Children learn about healthy lifestyles as staff talk to them during their snack times. n Staff support children well to play imaginatively. Children eagerly organise their roles as they take turns being a doctor, receptionist or patient during hospital play. Staff support children to draw on their own experiences as they develop their play. n The provider supports staff well. She meets with staff regularly to conduct supervision sessions and to check on their well-being and workload. Staff work well together and value and respect each other. Staff comment on the strong sense of teamwork and feeling valued by the provider. New staff go through robust vetting and induction procedures during recruitment to check their suitability and help them fulfil their roles. n Staff celebrate children's good behaviour. They help children to be respectful

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need to do better?

towards each other as children confidently find the timer to help taking turns with equipment. Children are supported well to begin to manage their emotions. For instance, children use the recently introduced calming corner when they are feeling overwhelmed. This contributes to children's developing confidence and self-esteem. n Staff have built strong partnerships with parents. They communicate with parents daily about what their child is doing at pre-school. Staff involve parents well in their child's learning. n The provider ensures staff access and attend a range of training opportunities to improve their practice and knowledge. This builds on staff members' strengths and supports their confidence and value within the team.

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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 strengthen their teaching strategies to consistently challenge and extend children's learning.

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Setting details

Unique reference number EY284442 Local authority Bromley Inspection number 10351781 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

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inspection

Total number of places 32 Number of children on roll 21 Name of registered person Dunstane, Filomena

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reference number

Telephone number 01689 891 857 Date of previous inspection 16 October 2018

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Information about this early years setting

One World Montessori registered in 2004. The setting is open on Monday to Wednesday from 9am to 3.30pm, and Thursday and Friday until 12.30pm during term time only. There are three members of staff, including the provider, two of whom hold appropriate early years qualifications. The provider holds a level 6 qualification in early years, one staff members hold level 4 qualifications in childcare, and one staff member is unqualified. The setting follows the Montessori philosophy of teaching combined with learning through play. The setting receives funding for free early years education for children aged three and four years.

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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 provider joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Staff spoke to the inspector during the inspection. 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 The inspector carried out a joint observation of a planned activity with the provider. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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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

5 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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