Appledore Montessori

Inspection of Appledore Montessori Lancaster Steiner School, Lune Road, Lancaster LA1 5QU

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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 Not applicable

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The provision is good

Staff are caring and exceptionally dedicated to the well-being of the children. Children happily come into a well-organised, nurturing environment and are eager to start their day. Children form strong bonds with staff. They show they are safe and secure in this welcoming nursery.

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The provision is good

Staff know children well and use this knowledge to create a well-planned, sequenced curriculum that embeds the individual interests of all children. This helps to enthuse and enable children to become motivated and independent learners. Children develop a variety of independence skills. Staff encourage them to complete age-appropriate tasks with minimal assistance. They tidy away resources used for activities and know to change into their indoor shoes before entering the classrooms. This prepares children well for the routines of school.

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The provision is good

Staff have clear expectations for all children, including those with special educational needs and/or disabilities (SEND). Staff are good role models and consistently promote children's positive behaviour. Staff give children praise for following the rules, such as saying 'good listening' and 'thank you for sharing'. Children receive this praise positively and smile. All children demonstrate positive attitudes to their learning and behave well.

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need to do better?

n The curriculum for personal, social and emotional development is a strength. For example, during snack time, toddlers are encouraged to pour their own drinks and clear the table when they have finished. In addition, older children prepare their own snacks and wash their face cloths using a washboard in a bowl of warm, soapy water. Consequently, all children build on their previous learning and regularly practise their skills to support their next stage in learning, including school. n Staff provide plenty of opportunities for children to develop their physical skills. Older children learn to understand how to manage safe risks and develop their core strength as they climb a tree. Younger children strengthen the muscles in their hands by using tweezers to serve themselves slices of banana. This helps children to make good progress in their physical development. n Children show an eagerness to learn new facts and increase their knowledge.

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need to do better?

Staff support this by providing real-life experiences for children. For instance, they encourage children to look after plants. Older children impressively recall that plants 'suck up water' to keep hydrated. Furthermore, they know that old leaves need to be removed to help the healthy ones grow. This supports children's understanding of living things and the world around them. n Children with SEND are supported by staff who are knowledgeable about their

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need to do better?

4 November 2024 needs. Staff are vigilant and alert to any signs of delay. In addition, staff ensure that any additional funding is used to enhance children's progress and outcomes effectively. Leaders and staff work with outside professionals to ensure every child has support tailored towards their individual needs. This supports all children to make good progress from their starting points. n Generally, staff offer good support for children's learning. During play that children choose for themselves, staff follow children's lead and know when to intervene in order to extend their learning. At these times, they encourage children to recall learning and make connections. However, at times, staff do not consistently extend children's learning during adult-led activities. On occasion, staff build less successfully on what children already know and can do. n Overall, children's language skills are supported. Older children demonstrate a

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need to do better?

real love for books as they spend time reading quietly. In addition, toddlers are introduced to new vocabulary, such as 'delicate', as staff describe leaves. However, at times, staff ask children questions but do not always give them enough time to be able to think and respond. This means that, at times, the support for communication and language is less consistent. n Staff keep parents well informed about their children's day at the nursery, as well as their ongoing progress. They share ways to support their children's learning at home, which complements children's continual progress. n The setting has a clear focus on staff's well-being. Staff feel part of a team and morale is high. In addition, staff reflect on the provision and work together as a team to make improvements. This includes completing audits of the environment. Consequently, they have plans to create an allotment to help support children's understanding of sustainability. Staff are supported to reflect

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need to do better?

and strive for continual improvement to provide children with the best possible care and education.

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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 develop their teaching skills even further to consistently enhance and extend children's learning.

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Setting details

Unique reference number 2680361 Local authority Lancashire Inspection number 10360105 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 23 Number of children on roll 23 Name of registered person Appledore Montessori Ltd

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reference number

Telephone number 07891843937 Date of previous inspection Not applicable

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Information about this early years setting

Appledore Montessori Limited registered in 2022. It operates from the grounds of Lancaster Steiner School in Lancaster. The setting follows the Montessori approach. The setting employs seven members of staff. Of these, one holds a suitable level 7 early years qualification, three hold a level 3 qualification, one holds a level 2 qualification and one is currently unqualified. The setting opens from Monday to Thursday, all year round. Sessions are from 8am until 5.30pm. The setting provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector carried out a joint observation with the manager. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector talked to parents 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 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

4 November 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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