Paint Pots Montessori School Hyde Park

Inspection of Paint Pots Montessori School Hyde Park St Johns Parish Hall, Hyde Park Crescent, LONDON W2 2QD

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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 Outstanding

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The provision is good

Staff create a safe and welcoming space, where children's well-being is prioritised. They sensitively tailor their settling-in procedures to each child's needs. For example, staff visit children at home or send a postcard to welcome them to the setting. This helps children to form close and trusting bonds with staff. Children show that they feel happy, secure and ready to learn as they confidently explore the resources and focus on the things that they enjoy.

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The provision is good

Staff implement an ambitious curriculum to help all children to progress towards their next stages in learning. For example, they provide lots of interesting ways for children to practise their language and literacy skills. Children delight in learning new skills, such as how to follow recipes or create maps. Staff respond to children's emerging interests and support them to build on what they know and can do. Children thrive in this nurturing environment and demonstrate positive attitudes to their learning.

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The provision is good

Staff have high expectations for children's behaviour and overall, they support this well. They remind children about using good manners and model how to share and take turns with resources. Children demonstrate good social skills during imaginative role play with their peers. They listen to each other and cooperate well as they create storylines about serving in a restaurant or staying at a hotel.

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need to do better?

n Leaders recognise the importance of strong partnerships with parents, to provide a consistent approach to children's care and learning. Parents are invited to share in various cultural celebrations and to attend informative workshops, such as on children's nutrition and brain development. Parents speak highly of the care and education their children receive. They value staff's kind and friendly approach and say that they receive good information about their children's learning. n Staff consider children's interests as they plan the activities and provide adaptable materials, which ignite their curiosity and imagination. For example, children become highly engaged in construction play, using blocks of different shapes and sizes. They think hard about how they can build a model of 'London Bridge' and display perseverance and attention to detail as they try out their ideas. n Staff know children very well and have a clear understanding of what they need

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need to do better?

to learn next. They promptly identify any gaps in children's learning and work closely with parents and other professionals to provide targeted support. Leaders ensure that additional funding is used effectively, to benefit the children who receive it. This helps all children, including those with special educational needs

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need to do better?

3 October 2024 and/or disabilities, to make good progress. n Staff are positive role models. They guide children's behaviour through gentle reminders, such as the need to use 'kind hands' when playing with others. However, staff do not consistently help children to understand the impact of unwanted behaviour. Consequently, children do not always build upon their ability to regulate their actions and emotions. n Children learn that there are lots of fun ways to keep fit and active. They have daily access to the setting's large garden, with plenty of space to run, climb and ride tricycles and scooters. Staff also provide activities, such as yoga sessions, to further promote children's physical strength and coordination. This helps children to become confident and skilled in using their large muscle movements. n Overall, staff support children to become independent with their personal care. Children become adept at tasks, such as washing up after snack and putting on

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need to do better?

their coats and shoes. However, staff do not provide consistent messages to children around personal hygiene. For instance, while there are mirrors and tissues available, staff do not always support children to use these when their noses need wiping. n Leaders have good oversight of the provision and are committed to continuous development, to further enrich the curriculum for children. For instance, they have plans to develop a vegetable patch in the garden, to further enhance children's interest in nature and healthy eating. Leaders ensure that staff have regular supervision and training, to help maintain the high quality of teaching.

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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 provide more consistent guidance for children, to help them to manage their personal hygiene n help staff to support children's understanding of behavioural boundaries, to further promote their self-regulation.

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Setting details

Unique reference number EY369719 Local authority Westminster Inspection number 10355411 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 Sessional day care

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inspection

Total number of places 24 Number of children on roll 10 Name of registered person Paint Pots Montessori Schools Limited

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reference number

Telephone number 07375 045 002 Date of previous inspection 28 November 2018

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Information about this early years setting

Paint Pots Montessori School Hyde Park registered in 2004. It is located in Hyde Park, in the City of Westminster. The setting is open Monday to Friday, from 9.15am to 3.30pm, during term time. It provides government funded childcare. The provider employs five members of staff, all of whom hold childcare qualifications at level 3, 4 or 6. The setting follows the Montessori approach.

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Inspection activities

n The manager showed the inspector around the childcare premises, and explained about the curriculum and how the provision is organised. n The inspector observed the quality of the education and considered the impact on children's learning. This includes a joint observation with the manager. n Leaders met with the inspector to discuss matters, such as staff recruitment, supervision and training. They ensured that relevant documents were available for the inspector to view. n Parents, staff and children shared their views and experiences of the setting with the inspector, at appropriate times 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

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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