The Denning Montessori School

Inspection of The Denning Montessori School Fawley Village Hall, Fawley, Henley on Thames, Oxfordshire RG9 6JA

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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 are nurturing, kind and friendly. They warmly welcome children as they arrive and help them settle in quickly. Staff develop caring bonds from the start, which begins from their home visits. The provider has created a bespoke curriculum in consultation with staff, parents and children. It encompasses the themes of 'nurture, nature, network'. Children participate in a wide range of opportunities and experiences which build trusted relationships, explore their natural surroundings and make connections with the local community. They regularly visit the nearby forest and familiarise themselves with people and local landmarks on their walks. To further enhance children's knowledge of the wider world, staff encourage them to count in the different home languages spoken by children who attend. This helps to positively value children's unique backgrounds.

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The provision is good

The vibrant learning environment provided by staff is highly appealing to children. For example, when outdoors children love to climb, balance and jump with great control and coordination. Children squeal with excitement as they notice the visiting dance teacher enters. They show impressive imaginations, moving in a variety of ways to music. Children artistically turn into magical creatures when 'magic dust' is sprinkled on them. They persevere with more challenging movements, such as leaping and hopping over objects. In this way, children become resilient learners.

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The provision is good

Staff consistently promote children's positive behaviour. They model how to treat others with respect and help children to understand the consequences of their actions on others. Children show kindness towards friends, inviting them into their play. They exhibit immense pride when sharing their accomplishments with staff, who celebrate their achievements with them.

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need to do better?

n Leaders are ambitious and highly focused on driving improvement. They have an accurate view of the strengths and areas for improvement. For instance, the provider has invested in an early years mentor who offers advice and support to help raise standards of education further. Staff feel well supported by the leadership team. They benefit from numerous opportunities to further their skills, such as widening their knowledge of different interventions to successfully address any gaps in children's learning. n There is a strong focus on developing children's early literacy skills. Staff model language by considering suitable words to support children's vocabulary growth. Children engage in meaningful two-way discussions with staff throughout the day. They practise strengthening their small hand muscles when manipulating play dough. This helps to prepare children for holding writing tools to make controlled marks.

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need to do better?

3 October 2024 n Overall, teaching is good. This is evident when staff captivate children's interests through reading stories in small groups. They build suspense in stories by changing their tone and children gasp, anticipating the outcome. In this way, children's love for books is greatly enhanced. However, on occasions, some staff do not recognise when to adapt activities and their teaching in response to children's existing knowledge and skills. This does not support each child to benefit fully from the learning experience. n Staff give high priority to promote children's independence and prepare them well for their future learning. Children proficiently carry out various tasks by themselves, such as using spray bottles of water and cloths to clean tables. They display exceptional abilities when managing their self-care needs, such as washing their hands by themselves after coming in from the garden. Staff are

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need to do better?

always available to offer generous praise which helps children to develop a keen sense of responsibility and commitment. n Routines of the day are well-established. There are times when all children come together in a large group where staff promote discussions on a variety of topics. In general, children listen attentively to the person speaking and keenly respond with their thoughts and ideas. That said, sometimes staff do not encourage the quieter or less confident children to be more responsive and forthcoming. Consequently, quieter children have fewer opportunities to think and express their ideas, and improve their communication skills further. n Partnerships with parents are intensely strong and effective. Staff regularly discuss children's progress with parents and inform them of their children's next steps in learning. Parents value all the fun and exciting activities the staff and leaders organise, such as when they build things with natural objects in the local

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need to do better?

forest. They feel involved in their children's learning and appreciate the suggestions staff make about how best to support them at home. This helps to create a consistent approach to 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 staff's skills in recognising when and how to adapt activities to further build on individual children's learning and development n provide further support for quieter children to participate actively in group activities and discussions.

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Setting details

Unique reference number 116750 Local authority Buckinghamshire Inspection number 10364159 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 18 Number of children on roll 17 Name of registered person Blain, Jennifer Lynn

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Telephone number

Date of previous inspection 29 January 2019

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Information about this early years setting

The Denning Montessori School registered in 1992. It operates from Fawley Village Hall in Fawley, Oxfordshire. The setting is open from 9.15am to 12.30pm on Monday and Friday, from 9am to 3.30pm on Tuesday and Thursday and from 9am to 1pm on Wednesday, term time only. The setting is eligible to receive funding to provide free early education for children aged two, three and four years. It operates a forest school facility and follows the Montessori teaching method. The setting employs six members of staff. Of these, five hold relevant qualifications from level 3 to level 6.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum they offer the children. n Children told the inspector about their friends and what they like to do when they are at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 of staff interacting with children. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting. n Parents shared their views of the setting with the inspector.

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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

3 October 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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