East Lane Montessori

Inspection of East Lane Montessori 128 East Lane, Wembley, Middlesex HA0 3NL

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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

Staff welcome children into the setting. Children receive warm and reassuring handovers when they arrive. This helps them to build their confidence. Children are confident to navigate the well-structured routines and ask for support when needed. They are kind and work together well. For instance, they pass resources and work together to hunt for minibeasts outside.

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The provision is good

Staff place children's confidence, communication and independence at the centre of their practice. The close and well-established partnerships with parents, as well as the effective key-person system, support children to be happy and settled within the setting. This fosters positive and trusting relationships between children and staff, helping children to feel safe and secure. Staff take into account children's languages, cultures and prior experiences to support them to learn. This makes children feel valued. All children, including those with special educational needs and/or disabilities, make good progress towards their expected goals.

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The provision is good

Staff are highly skilled at promoting children's physical skills. Younger children use the outdoor space well to run, climb and balance. This helps to support children's physical development and awareness of safety within play. Older children independently demonstrate excellent dexterity as they practise using pegs and drawing. This aids in developing their pre-writing skills. Children hold a pencil effectively and show good control in preparation for their future school experience.

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need to do better?

n Children communicate well for their age. Staff have high expectations for children's vocabulary development. Children use challenging vocabulary, such as 'cavities' and 'syringe', when discussing oral health and trips to the dentist. n Staff support the communication skills of children who speak English as an additional language effectively. For example, staff who are multilingual speak to children in their home languages and English. When staff do not speak children's home languages, they are diligent to learn key words and phrases in children's home languages. n Children are well prepared for their transition on to school. Children talk about their new schools with pride and excitement. The manager ensures that children have smooth transitions through her excellent relationships with local schools, which support families confidence in their new setting. n Parents speak very highly of the care their children receive. They comment that

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need to do better?

they frequently communicate with their child's key person, and they understand what their child's next steps in learning are. As a result, they know what they can do to support their child at home. Parents appreciate what the setting offers and are impressed with their children's progress, in addition to the additional

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need to do better?

10 July 2024 support staff offer parents, such as family days and workshops. The manager knows all families well and is diligent to signpost parents to helpful services within the community. n Children demonstrate high levels of independence. Staff encourage children to do things for themselves. Children are proactive in their ability to self-care, such as they independently wipe their noses, set the table for lunch and make choices. n Older children concentrate well when participating in engaging activities. During a play dough making activity, children learn the names of the objects and ingredients and use them in their play. Once they learn and observe the teaching, children remember the order of making play dough and are confident to try to make their own. However, at times, staff do not consistently adapt activities to suit the needs of younger children. As a result, younger children do not always get opportunities to engage in activities that are based on their next

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need to do better?

steps in learning. n Outside, children enjoy a range of activities to engage with. Children are curious as they find minibeasts, asking questions about the names of unusual insects. Staff encourage children's curiosity, such as by teaching them interesting facts about worms. Children have the freedom to explore and initiate their own play. However, inside, staff do not consider how to organise adult-led group times to interest all children and to support them to practise skills. This means that children are not consistently engaged in their learning. n Staff have high expectations of children's behaviour and children learn to make good behavioural choices. These are developmentally appropriate and progressive. For example, children independently take turns when waiting for the slide and support each other. Older children support younger children to pour water from a jug. Children politely greet visitors and ask how they are.

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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 think about what younger children need to learn next when planning activities n review the organisation of adult-led group times to ensure that all children are interested and engaged.

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Setting details

Unique reference number EY222681 Local authority Brent Inspection number 10351463 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 Full day care

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inspection

Total number of places 50 Number of children on roll 75 Name of registered person Pajpani, Anila Ashok

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reference number

Telephone number 02089086032 Date of previous inspection 11 September 2018

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Information about this early years setting

East Lane Montessori registered in 2002 and is located in the London Borough of Brent. The nursery setting operates during term time, from Monday to Friday. Sessions are from 8.50am to 3.10pm. The setting receives funding to provide early education for two-, three- and four-year-old children. There are eight members of staff. Of these, six staff hold appropriate early years qualifications at level 2 or above. The setting follows the Montessori educational philosophy.

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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 joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n Children communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector carried out joint observations of group activities with the manager. n The inspector spoke to several parents during the inspection and took account of

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Inspection activities

their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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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

10 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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