Blue Penguin Montessori

Report for childcare on domestic premises

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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 arrive happily and settle quickly at this warm and welcoming nursery. Staff know children very well and children build strong attachments to them. This helps children to feel safe and secure. Staff are excellent role models and create a calm, respectful environment for children. Children behave well. They are polite and kind to each other and follow the rules and routines of the nursery.

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The provision is good

Staff support children's language skills well. For example, they repeat children's language when their speech is unclear, helping them learn to pronounce words correctly. Staff provide a language-rich environment, extending children's vocabulary through play. For example, staff sing songs, read books, and engage in good quality two-way conversations with children to help develop children's communication skills.

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The provision is good

The curriculum is well organised to help ensure that children have the skills they need in preparation for school and later life. For example, children learn to manage their own self-care and put on their own coats and shoes. Children become confident and independent learners. For example, they self-select resources according to their interests and show a keen interest in learning. Staff provide a variety of opportunities for physical play and support children to make healthy choices around food, exercise and rest.

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need to do better?

n The provider organises a curriculum with a clear focus on developing children's social, emotional, communication and physical skills. Staff implement the curriculum well to support children to reach the next steps in their development. All children make good progress from their starting points. n Children with special educational needs and/or disabilities are very well supported. Staff use assessment effectively to quickly identify when a child might be at risk of falling behind. The provider takes swift action to consult with parents and external professionals to provide the additional support that children require. For example, they use extra funding to provide one-to-one staff and resources that nurture children's interests to promote their learning. n Staff skilfully introduce new language as children play to build children's vocabulary. For example, when children identify a lizard toy, staff extend it to

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need to do better?

'lazy lizard' and children copy. Staff use picture cards and some signing to support children to understand what is happening next to help them feel safe and secure. Children use language well from an early age. n Staff organise activities to develop children's fine motor skills and build their hand muscles in preparation for early writing. For example, children squeeze play dough with their hands and learn to use tweezers to pick up small items

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need to do better?

8 October 2024 with precision. Children enjoy puzzles and looking at books, turning the pages one by one to develop their hand-eye coordination. n Staff well-being is a high priority for the provider. As a result, staff feel valued and show high levels of morale. They are keen to engage in training to develop their practice and are passionate in supporting children in their care to reach their full potential. This means children benefit from high-quality care and learning. n Children learn about the world around them. For example, staff introduce the concept of autumn to young children by using pumpkins and leaves. Children use their senses to explore the items, learning about the colours and textures. Staff introduce festivals and celebrations that children enjoy at home to help all children learn more about their peers and the wider world. n Children learn how to manage their own behaviour. Staff support children when

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need to do better?

they struggle with this, validating children's feelings and helping them to understand the potential impact of their actions on others. For example, staff explain why children cannot snatch toys from other children and suggest a solution that both children are happy with. n Staff provide a variety of opportunities for children to develop their physical skills. For example, staff support children as they learn to climb the steps to the slide and catch a ball in the outdoor area. They praise children well for their efforts, which motivates children to persevere. However, at times, some children repeat the same play for extended periods, without adult intervention to develop their learning further. n The key-person system is well organised to help ensure that staff build close relationships with children and their families. Parents comment that staff are very welcoming and praise them very highly. They feel well informed about their

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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 implement the curriculum in the outdoor area in a way that builds on what children already know and can already do.

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Setting details

Unique reference number EY338982 Local authority Bournemouth, Christchurch & Poole Inspection number 10367218 Type of provision Childcare on domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 21 Number of children on roll 27

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reference number

Date of previous inspection 6 February 2019

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Information about this early years setting

Blue Penguin Montessori registered in 2006. It is situated in Alum Chine, Bournemouth. The nursery opens from Monday to Friday, from 8am to 5.30pm, all year round. It provides funded childcare and early education. There are nine members of childcare staff at the nursery. Of these, six hold relevant qualifications at level 3 or above, one holds a relevant level 2 qualification, and two are unqualified. The nursery operates according to the Montessori principles.

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Inspection activities

n The nominated individual and the manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. 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 inspector talked to staff and parents at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual and the manager about the leadership and management of the nursery. n The manager and the inspector carried out a joint observation of a group activity. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff to work at the nursery.

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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

8 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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