The Orchard Montessori Pre-School and Nursery

Inspection of The Orchard Montessori Pre-School and Nursery The Fen, Norwich NR16 2BU

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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 happy and thrive in this inclusive, well-resourced Montessori pre- school and nursery. Staff communicate effectively with parents to support consistent learning at home and ensure children's interests and care needs are met. Babies hold out their arms to initiate a hug with their familiar key person at the door. This highlights the effectiveness of a well-established key-person system, where children develop secure and caring attachments to the friendly, nurturing staff. Upon entering, children immediately feel safe and a sense of belonging as they admire Christmas decorations they have made, which staff proudly display in the entrance.

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The provision is good

Children's physical and emotional well-being are prioritised with an endless number of stimulating indoor and outdoor learning opportunities. Children benefit from regular access to forest school, learning to take risks and testing their physical limits safely in nature. They flourish with the space and freedom to express themselves how they wish. They run and climb and enjoy the peaceful experience of swinging back and forth on the tree swing.

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The provision is good

When looking for bugs, staff remind children not to hit logs too hard, as insects may be hibernating and sleeping. Consequently, children show they are developing empathy and care for living things, such as instinctively lowering their voices when they know their peers are sleeping.

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need to do better?

n Overall, teaching is very good quality. The well-designed curriculum is built around the Montessori method of teaching. Robust, continual professional development ensures staff are enthusiastic and continually striving to meet the needs of children and their families. Effective, ongoing assessments of children's progress ensure that any gaps in learning are identified early and appropriate support is provided. n Children benefit from sequenced learning, where staff plan activities and experiences that build on what children already know and can do. For example, staff recognise less-confident children and give them the task of handing out cups to their peers at snack time. As children achieve this manageable task, they feel empowered and develop confidence in their abilities, which motivates further learning. n Daily routines are generally well organised. However, during some times of transition and when there are delays, such as getting children ready to go

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need to do better?

outdoors, staff are slow to adapt their interactions to ensure children can continually engage in purposeful play. n Children are well behaved and learn how to play cooperatively. They look after

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need to do better?

10 December 2024 their environment, respectfully taking toys off the shelf and putting them back for others to use. While den building, staff encourage children to work together to carry large sticks. As they carefully negotiate moving the stick together, staff praise their joint efforts. As a result, children are learning important behaviours, such as the value of teamwork. n Children develop an understanding of mathematical concepts through fun and interactive experiences. Children learn about 'small', 'medium' and 'large' as they help staff sort sticks into height order. n Children with special educational needs and/or disabilities are identified swiftly and appropriate and sensitive support is continually provided. Strong, ongoing partnership working with parents and outside professionals ensures that all children are making good progress toward reaching their best outcomes. n Children love reading a wide range of fiction and non-fiction books,

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need to do better?

supplemented by regular visits from a mobile library where children select books. Staff use books to further extend vocabulary and speech and language development. Staff respond attentively to babies' babbles and support their first words through repeating single words and short sentences. n Children are becoming increasingly independent in managing their personal needs. Children practise dressing themselves and wash their hands independently before eating. Mealtimes are generally sociable events and children develop good table manners, promoted by staff who eat with them. However, the organisation at mealtimes means that sometimes, younger children become impatient while waiting for long periods at the table to be served their food. n Parents are extremely complimentary about the calming, safe environment their children are learning in. They applaud the daily face-to-face and online communication they receive from their child's key person, which helps them

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need to do better?

further support their child's learning at home.

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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 consistently manage times of transition between activities more effectively to ensure all children remain engaged in their learning n review and improve the organisation of mealtimes, so that the needs of all children are considered, and the length of time children spend waiting is reduced.

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Setting details

Unique reference number EY477136 Local authority Norfolk Inspection number 10367680 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 Full day care

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inspection

Total number of places 50 Number of children on roll 80 Name of registered person Porteous, Cheryl Ann

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reference number

Telephone number 01953 887863 or 07443658586 Date of previous inspection 19 February 2019

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Information about this early years setting

The Orchard Montessori Pre-School and Nursery registered in 2014. It operates from purpose built premises in Banham, Norfolk. The nursery opens from Monday to Friday, all year round. Sessions are from 8am until 6pm. The nursery employs 18 members of childcare staff. Of these, 14 hold appropriate early years qualifications at level 3 or above, including one staff member who holds early years professional status. The nursery provides funded early education for all eligible children.

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Inspection activities

n The manager and the inspector completed a tour of the pre-school and nursery, both indoors and outdoors, to understand how the early years provision and curriculum are organised. Additionally, the manager showed the inspector the premises and discussed how they ensure they are safe and suitable. n The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact that this has on children's learning. n The inspector and manager carried out joint observations of group activities and discussed self-evaluation. n Children communicated with the inspector during the inspection. The inspector spoke with parents and carers during the inspection and took account of their views. n The inspector held a meeting with the management team and also discussed self-evaluation. The inspector looked at relevant documentation, such as evidence of the suitability of the staff working in the nursery and a selection of

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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

10 December 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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