Hopes and Dreams Montessori Nursery Angel

Inspection of Hopes and Dreams Montessori Nursery School 339- 341 City Road, Islington, London EC1V 1LJ

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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 are welcomed by caring, friendly staff as they begin their day. They settle quickly and happily join in with activities on offer. Staff know children very well and develop secure and trusting relationships with them. Children are safe and clearly enjoy their time at the nursery, as they say they like coming in and playing with friends.

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The provision is good

Leaders and staff design and plan a challenging curriculum that builds on what children already know and can do. For example, as children notice that the weather gets colder, staff help them to learn about cold and icy parts of the world, such as Arctic regions. Staff extend children's learning by introducing new words such as igloo and iceberg. Children look at pictures in books and discover more about polar bears' habitat. Children benefit from staff's good teaching. They are curious and develop a positive attitude towards their learning. Staff help them to learn essential skills and attitudes that prepare them for their future learning.

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The provision is good

Children are very independent and happily practice their self-care skills during well organised routines. Generally, most children behave well.

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need to do better?

n Leaders and staff support children to celebrate what makes them unique. For example, children share and celebrate different cultural festivals. Children show tolerance and respect for other people as they learn about the local community. Children enjoy supporting the local food bank and elderly people in the local care home. n Staff support children's communication and language development to a good level. For example, they use signs and gestures to support the youngest children's communication skills and help older children to expand their vocabulary. However, at times, they do not consistently support quieter and less confident children to be fully engaged in play experiences to help extend their learning further. n Children develop a love of books and enjoy sharing them with adults and their peers. They have access to a range of books and have cosy places to snuggle up and read. This encourages children to share stories with each other.

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need to do better?

n Children thrive in their physical development. They have varied opportunities to develop their fine and gross motor skills. Babies enjoy navigating a small slide, which supports their balance. Older children build a 'pirate ship' outdoors and climb and balance on it with confidence. Children regularly join in with vigorous physical activities. n Staff provide children with plenty of opportunities to develop their independence skills. For example, babies feed themselves with spoons and attempt to wipe

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need to do better?

22 November 2024 their noses, when needed. Older children use cutlery, serve themselves and put their belongings away. Staff encourage children to dress themselves and put toys away when they finish playing with them. Children follow hygiene routines well. As a result, children's independence skills are fully supported in preparation for their move to school. n Support for children with special educational needs and/or disabilities (SEND) is effective. Leaders and staff communicate with parents well and work effectively with other relevant professionals. Children with SEND benefit from positive interactions from all staff and form secure bond with their key people. n Leaders ensure that there are clear rules and boundaries in place and, overall, children show positive behaviour. Staff introduce rules to children through interactive stories with puppets about sharing and turn taking. They give reminders for children not to run inside. However, on occasion, staff do not

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need to do better?

reinforce these rules consistently. This is not fully effective in helping children to understand what is expected of them. n Staff receive effective supervision and coaching to help them to develop their skills. They regularly undertake relevant training. Staff comment that their well- being is given good consideration by leaders. n Leaders and staff work hard to build strong and positive partnerships with parents. Parents speak highly about all aspects of learning and care that their children receive. They state that staff are loving and create a welcoming environment. Leaders introduce many initiatives to support parents, such as 'family kitchen,' which offers plenty of guidance and support on healthy eating, as well as on baby weening.

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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 the support given to children who communicate less to help increase their levels of involvement in learning experiences n support all staff to be consistent in reinforcing rules and boundaries so that children fully understand what is expected.

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Setting details

Unique reference number 131700 Local authority Islington Inspection number 10371082 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 123 Number of children on roll 57 Name of registered person Hopes And Dreams (City) Limited

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reference number

Telephone number 020 7833 9388 Date of previous inspection 28 February 2020

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Information about this early years setting

Hopes and Dreams Montessori Nursery School registered in 1997 and is located in the London Borough of Islington. The provider employs 19 members of childcare staff. Of these, 17 hold appropriate early years qualifications, including one with early years teacher status. The nursery is open Monday to Friday, from 8am to 6pm.

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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. 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 Children spoke to the inspector about what they enjoy doing in the setting. n The inspector and the manager carried out a joint observation of an activity. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n The inspector spoke with leaders about the leadership and management of the setting.

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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

22 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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