Blue Nest Montessori School

Inspection of Blue Nest Montessori School Scouts Building, 29 Churchfield Close, HARROW, Middlesex HA2 6BD

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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

Children arrive at nursery eager to start their day. Staff greet parents and children warmly and engage them in conversations. They know children extremely well and use the opportunity to discuss with them what children did previously after nursery, or if they are hungry and what they may like to eat for breakfast. This helps children to feel valued and their behaviour is good. There are suitable security systems in place, which staff, parents and visitors follow to help keep children safe.

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The provision is good

Key persons discuss children's progress with parents and devise clear next steps for children's development. Overall, they plan activities well and present them creatively to link to children's interests. Staff make observations, take photos and share information with parents via an online app. Parents enjoy opportunities to come into the nursery for activities, for example linked to Mother's Day and Father's Day, and to celebrate their children moving on to the next stage in their learning.

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The provision is good

Staff support children who require additional help and children with special educational needs and/or disabilities. They work with parents to ensure that they make referrals, for example, to speech and language therapy. Children make progress because staff are attentive and provide activities and experiences that are linked to children's interests.

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need to do better?

n Staff work closely with parents. For example, as babies move into the nursery, staff maintain their home routines and care. Staff encourage parents to provide information to support children to settle in, such as sleep times and favourite activities. Babies form strong bonds with staff and begin to develop their curiosity, exploring their environment with assurance from familiar staff. n Staff encourage all children to develop their enjoyment of books. Older children discuss their favourites, recalling and sequencing the story. Staff use stories to develop children's interests and link them to planned activities. They skilfully regain children's attention by linking discussions back to the story. However, at times, staff do not take account of children's different stages of development when planning activities. n Staff support children's emotional well-being effectively. For example, they get to know babies using playful interactions when singing together. Staff link their

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need to do better?

language to emotions to help toddlers to share if they are feeling happy, sad or tired. Older children describe how sharing and taking turns with their peers is being kind. Children have a thorough understanding of what is expected of them. n Staff sequence children's learning successfully to develop their independence.

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need to do better?

9 July 2024 Babies begin to drink from lidded cups and feed themselves using a spoon. Staff introduce knives, forks and cups as children move to the next group. Pre-school children follow hygiene routines, such as washing their hands and pouring drinks. As a result, children who are moving on to school are independent and can confidently complete personal care and hygiene routines. They begin to recognise and meet their own needs, such as accessing water to drink when they are thirsty. n Children are well prepared for school. They confidently express their thoughts and ideas through back-and-forth interactions with staff and each other. Children are eager and motivated to share what they know. Staff adapt planning to incorporate children's recent experiences, such as holidays. Children discuss how they prepared by packing clothes and going to the airport. However, on occasions, staff do not give quieter children in the group the time they need to

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need to do better?

join the conversations and share their thoughts. n Leaders prioritise staff's development and well-being. Staff comment on how valued they feel by leaders, who identify their strengths and support them to develop their practice. Staff access additional training, leading to higher professional qualifications, and also have access to an online training forum. They say that they can speak to leaders, as there is an 'open-door policy', and they receive support when needed. Staff morale is very high among the staff team. n Leaders reflect on practice. Following the COVID-19 pandemic, they have adapted practice to support children who need additional help with their language, communication and social interactions. Leaders have developed links with the local authority and are also participating in a champion scheme to actively support other settings in the area.

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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 plan and adapt activities to ensure that all children remain actively engaged in their learning n support staff to help quieter children to participate in activities.

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Setting details

Unique reference number EY485805 Local authority Harrow Inspection number 10333647 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 109 Number of children on roll 119 Name of registered person Buzy Bees Childcare Limited

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reference number

Telephone number 02088615574 Date of previous inspection 25 October 2018

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Information about this early years setting

Blue Nest Montessori School registered in 2015 and is situated in the London Borough of Harrow. The nursery opens all year round, from 8am to 6pm, Monday to Friday. It employs 10 members of childcare staff. Of these, one member of staff holds qualified teacher status and nine staff hold early years qualifications from level 2 or above. 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 manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at nursery. n Staff spoke to the inspector during the inspection. n Parents shared their views on the nursery 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

9 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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