Park Royal Montessori Nursery

Inspection of Park Royal Montessori Nursery 3A Unimix House, Abbey Road, LONDON NW10 7TR

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Inadequate

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The provision requires improvement

Children are happy as they arrive. They are pleased to see familiar staff and greet them warmly. Staff welcome children with smiles and ask about their journey to nursery or what they would like to play with. Children settle quickly and join the group to play. Key workers support children and their families as they settle into nursery. They observe and assess children's development to devise tailored next steps to support children to make progress.

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The provision requires improvement

Staff know what they want children to learn, and plan activities that take children's interests into consideration. However, staff practice is variable, which means the delivery of the curriculum is not at a consistently good level to help children to progress well. During planning, staff need to consider how they are going to teach new skills to increase children's learning.

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The provision requires improvement

Children with special educational needs and/or disabilities (SEND) are quickly identified. Local procedures to request support are made with parental consent. The setting works with professionals and parents to plan activities to meet children's individual needs. For example, they include opportunities for children to take turns and share.

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The provision requires improvement

Children's behaviour is generally good. Older children know the routine. They complete hygiene routines prior to having snacks and meals, with minimal prompting from staff, as they excitedly prepare for lunch.

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need to do better?

n Staff effectively support children's emotional well-being. Key persons use familiar activities and resources to build relationships with their key children and get to know them. Staff use pictures and model facial expressions to support discussions about how children are feeling. With staff's support, children understand behaviour expectations, such as taking turns to use the toys in the garden. n Healthy eating is a priority at the setting. Children enjoy home-style, nutritious meals and snacks that are prepared daily on the premises. Children confidently talk about foods that are good and bad for their teeth, and are developing their awareness of healthy choices. n Children's interests are used to plan activities. For example, older children discuss the colour of the play dough and which cutter they are going to use. However, as children are grouped together, some staff do not adapt the activity to enable young children to join in. Consequently, they miss the opportunity to

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need to do better?

engage with older peers. n Babies and young children are supported to develop and use language to

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need to do better?

24 July 2024 communicate. Staff consistently repeat sounds and words that are used by babies. Staff commentate on what young children are doing as they play. Staff introduce picture cards for children to choose favourite songs While singing them, staff leave gaps for children to sing repeated words. Learning is sequenced as staff build on what young children already know and can do. n Staff identify children who need help to develop their language and communication. The setting has accessed support from local early years advisers and guidance from speech and language therapists. Practice is not fully embedded as staff do not implement recommendations and strategies consistently to ensure that children with SEND make good progress. n Children's independence is promoted. For example, babies are encouraged to feed themselves using a spoon. Staff work with parents to develop older children's independence in the bathroom. All children are well prepared for their

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need to do better?

next stage in learning. They are developing the key skills they will need for school by following routines, such as hanging up their coats and bags and identifying their name to self-register as they arrive. n Parents say that they feel staff are kind and supportive to them and their children. Parents appreciate the information they receive about children's care, during daily handovers. Parents receive weekly observations and photographs, and get summary reports of children's progress at the end of each term. Parents feel that children are safe and well looked after. n Leaders and managers are hands-on and are aware of the needs of children and their families. Since the last inspection, leaders have created a plan to address areas for development. They are reflective and are working to improve practice through ongoing professional development. They have identified areas where support and training are required for staff to gain knowledge and develop their

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need to do better?

experience. However, changes to practice are still in progress and are not fully embedded and consistent.

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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 offer staff more support and training to develop their skills in adapting planned activities to include children of different ages and stages of development n implement agreed strategies more consistently to support individual children with special educational needs and/or disabilities to develop their language and communication skills

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should:

24 July 2024 n develop systems to evaluate the impact of training on staff practice and to encourage continuous improvement.

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Setting details

Unique reference number EY451672 Local authority Brent Inspection number 10337479 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 45 Number of children on roll 12 Name of registered person Kindervine Day Nursery Limited

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reference number

Telephone number 02089653993 Date of previous inspection 21 February 2024

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Information about this early years setting

Park Royal Montessori Nursery registered in 2012 and is situated in the London Borough of Brent. The nursery is open from 7.30am to 6pm, for 51 weeks of the year. It employs five members of staff. Three staff hold a level 2 qualification and two staff hold a level 3 childcare qualification. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. 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 manager and the inspector carried out a joint observation during lunchtime. n The inspector spoke to parents and took account of their views. n Staff spoke to the inspector during the inspection.

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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 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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