Smiles Montessori Newhall

Inspection of Smiles Montessori Newhall Forge Lane, Harlow, Essex CM17 9LU

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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 are happy and enjoy their time at the setting. Effective procedures are in place to support children who may initially be unsettled when they start. Children receive a friendly and warm welcome from staff, with whom they have formed secure bonds. Staff treat the children with kindness and respect. They listen to, and act on, the views and ideas of children. Children are offered consistent praise and encouragement. They are supported to use good manners. Children have formed friendships and are considerate of others. For example, they help each other clean up spilled milk and pass each other plates at snack time.

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The provision is good

The leadership team is committed to providing high-quality care and education. It is reflective and evaluates the provision, prioritising areas for development. This means children benefit from a well-thought-out and ambitious curriculum that builds on what they already know and can do. Staff have high expectations of the children and know them and their individual needs well. They tailor their interactions with the children around their individual development needs. Staff are effective in engaging with other professionals when required. Strategies are in place to support children and families who speak English as an additional language. This helps to ensure that all children receive the support they need so they can make the best possible progress in relation to their individual starting points.

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need to do better?

n Children's independence is encouraged from a young age. As a result, children show excellent levels of independence and confidence. Babies recognise the tidy-up song and spontaneously fetch the toy baskets so they can begin tidying up. They know where their comforters are kept and independently access these and put them away as required. Older children are self-sufficient at mealtimes. They serve their own food, pour their own drinks, use their cutlery and clean up after themselves with very little support needed. This helps children learn important skills for the future. n Children hear a wide variety of spoken language. Staff who work with babies sing songs and rhymes with the children and use single words during their play. Staff who work with toddlers and pre-school children use activities to introduce new words to them and explain the meaning of them when required, such as 'balance'. Staff make effective use of sign language to support all children. This

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need to do better?

helps children to learn new vocabulary and supports their good communication and language development. n Staff provide a range of activities and experiences that children are eager to participate in. They engage with children during their play and follow their interests. They provide opportunities for children to explore concepts, such as floating and sinking, to further their knowledge. However, staff do not always

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need to do better?

9 September 2024 identify times in children's play or during planned activities when they could extend their learning further. This means that children are not consistently provided with high levels of challenge. n Children generally behave well. They listen to staff and are kind and caring towards each other. Staff have clear rules and boundaries that they reinforce. However, staff do not always provide suitable explanations to support children to develop a deeper understanding of the rules and boundaries. For instance, staff remind children not to climb on chairs without telling them why this could be dangerous. As a result, children do not gain a clear understanding of why the rules are in place, to enable them to self-regulate their behaviour. n Staff are inducted well for their role when they begin employment and when they are promoted. They receive targeted training and ongoing professional development opportunities. Staff morale is high, and teamwork is effective. This

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need to do better?

means that children are cared for by happy and motivated staff. n Relationships with parents are positive. Parents report that they are well supported by the staff team, and their children are happy to come to the setting. Staff engage with parents about their children's learning and development. Leaders establish a two-way flow of information with other settings the children attend. This helps to establish a consistent approach to supporting children's learning.

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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 strengthen the quality of staff interactions with children to help them consistently challenge and extend children's learning more effectively as they play n support staff to develop children's understanding of why there are rules in place so that they can learn to self-regulate their behaviour.

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Setting details

Unique reference number EY555706 Local authority Essex Inspection number 10357248 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 100 Number of children on roll 119 Name of registered person Jeffrey, Julia Karen

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reference number

Telephone number 01279 436090 Date of previous inspection 15 October 2018

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Information about this early years setting

Smiles Montessori Newhall registered in 2018. The setting employs 32 members of childcare staff. Of these, 18 hold early years qualifications at level 2 or above. The setting opens from Monday to Friday, all year round. Sessions are from 7.30am to 6.30pm. The setting 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 inspectors discussed the impact of the pandemic with the provider and have taken that into account in their evaluation of the provider. n The manager and one of the inspectors completed a learning walk together of all areas of the setting and discussed the early years curriculum. n Children communicated with the inspectors during the inspection. n The inspectors talked to staff at appropriate times during the inspection and took account of their views. n The inspectors observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n One of the inspectors carried out joint observations of a group activity with the manager. n The inspectors spoke to several parents during the inspection and took account of their views.

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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 September 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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