Blue Nest Montessori School

Inspection of Blue Nest Montessori School Sparkling Stars Nursery, 31-33 Farriers Way, Borehamwood WD6 2TB

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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 Not applicable

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The provision requires improvement

Children are happy and secure as they explore the activities that staff have planned. The provider has designed a curriculum that is ambitious and builds on what children need to learn next. However, at times, staff are not always clear about what it is they want children to learn from the planned activities. This means activities and teaching do not always help children to make good progress. Staff work hard to include all children. The provider identifies children that may have a delay in their learning or known special educational needs and/or disabilities (SEND). However, staff are not always sure how to support these children. Due to this, children with SEND do not always have the same opportunities as others to make progress in their learning and development.

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The provision requires improvement

Overall, children behave well. Staff teach children the nursery rules and how to keep themselves safe, such as using their walking feet indoors. Occasionally, the curriculum does not always help children to develop positive attitudes towards learning. This is because there are some gaps in the staff's knowledge about what children will learn. The provider has put strategies in place to support staff to manage more challenging aspects of children's behaviour. However, these strategies are not fully embedded.

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need to do better?

n The provider has taken action to address concerns for children with SEND. They are making improvements and supporting practice and provision. However, previous delays in accessing support for children with identified gaps in learning means plans are not embedded for all children to achieve the best possible outcomes. At times, staff are not sure how to support children to close the development gaps and this has an impact on children's readiness for the next stage in their learning. n The provider has a curriculum that focuses on children's current interests and themes. For example, children enjoy learning about autumn as they dig in the soil and feel the different textures of the leaves and vegetables they find. However, staff do not consistently understand how to plan and deliver activities that build on what children already know and can do. This limits some of the progress that children make. n Staff model good manners and promote children's independence well. They

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need to do better?

teach children how to keep themselves healthy. Children learn good hygiene routines, such as washing their hands before eating and after personal care routines. They are provided with a healthy, balanced meal made fresh on the premises and plenty of fresh fruit for snacks. n Staff encourage children to develop their speech and communication. Children enjoy dancing and singing to familiar songs. Staff sit with children and introduce

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need to do better?

14 October 2024 new words. For example, staff name the tools children use to fix the wooden bus. Children repeat the words 'allen key' and 'spanner'. Babies explore their senses using textured books and toys. This helps children make progress in their speech and language. n The provider helps children to understand about their well-being and emotions. Children happily join in with a group yoga session. They practise balancing on one leg while pretending to be a tree. n Staff plan learning opportunities to support children to develop their physical skills. Children develop their hand-to-eye coordination and fine motor skills as they use a pipette to transfer water from one bowl to another. Babies build their core strength as they climb on soft play equipment and use the low-level furniture to move around. n Children learn to solve problems as they spoon water from one bowl to another. They know to use the sponge to wipe up any drips that get on the tray.

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need to do better?

n Parents are complimentary about the nursery. They say they feel listened to and supported. The nursery provides lots of information to help parents to continue to support learning at home. n The provider and staff show a positive commitment to the continued development of the nursery. Staff have regular supervision sessions, where targets are set and discussed. Leaders and staff have completed a wide variety of training opportunities to help to develop their knowledge and skills.

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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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Due date

provide more consistent support for children with SEND to ensure that all children receive the help that they need to make good progress in their learning and development. 29/11/2024

p.3

should:

n support staff with regards to the planning and implementation of the curriculum

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should:

14 October 2024 to ensure all children's learning needs are met n support staff to implement and embed the use of consistent strategies to manage children's behaviour.

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Setting details

Unique reference number 2754428 Local authority Hertfordshire Inspection number 10362217 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 65 Number of children on roll 38 Name of registered person Buzy Bees Childcare Limited

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reference number

Telephone number 02089531718 Date of previous inspection Not applicable

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Information about this early years setting

Blue Nest Montessori registered 2023. The nursery employs 12 members of staff. Of these nine hold appropriate qualifications at level 3. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am to 6pm. The nursery provides funded early education funded places to all eligible children.

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Inspection activities

n The provider and deputy joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Staff spoke to the inspector during the inspection. n The inspector spoke with the leadership team about the management of the nursery. 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 carried out joint observations of group activities with the provider. n Parents spoke to the inspector during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in 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

14 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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