Annabel's Montessori School

Inspection of Annabel's Montessori School Christ The King Church Haldens, WELWYN GARDEN CITY, Hertfordshire AL7 1DH

p.1

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

p.1

The provision is good

Children settle quickly as they arrive at the setting. They are greeted warmly by the staff and become engaged in activities. Children display strong bonds with the staff and seek them out for comfort as needed. When children become unsettled, staff are on hand to offer reassuring cuddles and provide them with a safe space. There is a lovely atmosphere within the setting. The calm and nurturing practice from the staff team supports new children effectively.

p.2

The provision is good

Staff create activities that not only follow the Montessori approach, but also children's interests. Children remain at activities for long periods and demonstrate how much they enjoy being at the setting. Children relish the opportunities to make independent choices in their learning. They move around the room freely, and when children find it difficult to make choices, staff support them by introducing them to activities and demonstrating how to complete them.

p.2

The provision is good

Staff are positive role models for children. They talk to them at their level and are respectful in their approach. Children have a good understanding of the settings rules and staff expectations, which makes it easy for them to follow. Good behaviour is celebrated, and when children need reminders, this is done in a pleasant manner.

p.2

need to do better?

n A secure key-person system is in place, and staff know their key children well. Staff use this knowledge to support individual needs and situations. For example, when children become distressed, staff promptly respond. Staff sing to children, which helps to calm them and enables them to move on to another activity. Staff regularly assess their key children's progress to identify what they already know and can do. As a result of this thorough checking, children make good progress in their learning and development. n Staff plan a range of activities for children to complete and use topics to support their learning further. Staff use their skills and knowledge to embed learning, and during activities, children engage well. For example, they develop their fine motor skills as staff teach them to peel the backs off stickers to create a picture. However, this is not consistent across the setting. At times, staff do not

p.2

need to do better?

confidently engage with children to drive their learning forward and meet the desired outcomes. n Overall, staff help children to develop good communication and language skills. They model words, such as 'frosty' and 'nippy', as they describe the weather at circle time. Some children enjoy talking in front of the group. This encourages them to become more confident in their knowledge and share this with their friends. However, staff have not considered how to ensure that quieter children

p.2

need to do better?

29 November 2024 can join in. Some children are not always exposed to the same level of communication and language as others. As a result, these children often leave activities as interactions differ for them. n The provision for children with special educational needs and/or disabilities is positive. All children are welcomed into the setting, and staff quickly identify gaps in learning. As a result of this, plans are swiftly created in collaboration with parents, which is highly beneficial for children. Staff make good links with other providers to share information. They go above and beyond to support families and work with all professionals involved with children to ensure their learning needs are met. n Partnerships with parents are very positive. The team works hard to provide detailed information to parents about the curriculum and the things children are learning. This helps parents to feel included. They talk of the strong relationships

p.2

need to do better?

staff build with their children and the positive impact this has on their development. Parents return with siblings, which demonstrates their love for the setting. n Leaders are passionate about the setting and enjoy the role they play in children's learning. The leadership team and staff have regular meetings, where they reflect on the curriculum as well as practice. Staff have access to a wide range of training opportunities. They use the acquired knowledge to develop new strategies in the setting.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding which puts children's interests first.

p.3

should:

n help staff to develop consistency in the quality of their teaching and interactions to build on children's communication and language development n increase the monitoring of staff practice to develop their knowledge and understanding so that children benefit from consistently good quality learning experiences.

p.3

Setting details

Unique reference number EY540314 Local authority Hertfordshire Inspection number 10363872 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

p.4

inspection

Total number of places 40 Number of children on roll 39 Name of registered person Johal, Jagvinder Kaur

p.4

reference number

Telephone number 07931364215 Date of previous inspection 14 January 2019

p.4

Information about this early years setting

Annabel's Montessori School registered in 2016. The setting is open each weekday, from 9am to 3pm, term time only. There are seven members of staff who hold appropriate early years qualifications from levels 2 to 6. The setting provides funded early education for children aged two, three and four years.

p.4

Inspection activities

n The manager and inspector discussed how the manager organises the curriculum. n Parents shared their views with the inspector. n The manager showed the inspector a sample of key documentation on request. n The manager and inspector carried out a joint observation and discussed the impact of teaching on children's learning. n The inspector observed staff both inside and outside and talked to staff about the learning taking place.

p.4

Inspection activities

29 November 2024 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.

p.4

Inspection activities

29 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6