Setting EY496803

Report for childcare on domestic premises

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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 Outstanding

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The provision is good

Children are happy and settled. They separate from their parents and carers with ease. The friendly and welcoming staff get to know children and their families well when they start to attend the setting. As a result, they form strong bonds with children and respond to their needs promptly. Children are curious learners. For instance, they hold detailed discussions about how the play dough has become stuck inside the pot, questioning how they can remove it.

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The provision is good

Staff support children to learn they are all unique as they learn about different continents. Children develop a clear understanding that we look different but are the same, reminding each other they fit together like a jigsaw puzzle.

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The provision is good

Children behave well and play cooperatively. Staff praise children for their positive behaviour and achievements. This helps to promote children's self-esteem. Children benefit from a curriculum that builds on their individual needs and interests. Staff sequence the curriculum well using topics to support all children to make good progress. Staff support children to develop their independence through a range of practical life activities. This also supports the development of their fine motor skills to build their hand muscles to prepare for early writing.

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need to do better?

n Staff know the children in their care well. They confidently talk about what children already know and what they enjoy doing. Staff use this information well overall, along with what they gather from parents, to support children's next steps in development. This helps all children to make good progress in their learning. n Children learn healthy habits. They have daily opportunities for fresh air and exercise in the setting's garden as well as daily trips to the local park. Children understand the importance of washing their hands before mealtimes and after playing outside. n The curriculum across the setting meets the needs of the children, overall. It sequentially builds up to prepare children for their transition to school. However, not all staff's interactions support what children need to learn during planned activities. This means children do not consistently have the best learning experience.

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need to do better?

n Staff support children's communication and language skills. They introduce new words for children to extend their vocabulary. Children listen to storytelling, engaging with ideas of what could happen next and repeat familiar phrases. Older children are confident speakers, and they express their ideas well. Staff engage in conversations with children, eagerly listening to what is being said. This supports children's confidence and self-esteem.

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need to do better?

8 January 2025 n Staff teach children to celebrate the diversity of the world to help children to gain a good understanding of other peoples' similarities and differences, outside of their own communities and experiences. This includes different languages and traditions of other countries. They plan a variety of activities, such as cooking and arts and crafts, around the chosen continent within their planning. n Children's physical skills develop well. They enjoy daily trips to local parks to develop their large muscles. Staff help children to manage risks as they demonstrate how to climb using the rope that is available. Children feel a sense of achievement as they manage to climb the 'horse' independently. n Parents speak very highly of the supportive and kind staff. They are keen to express their gratitude for the care and learning their children receive. Parents say that their children are in safe hands, happy and make good progress. They

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need to do better?

praise how well staff communicate with them through daily handovers and through the online platform, which includes suggestions about activities to do at home with their children. This ensures continuity of learning and care for children. n Staff are reflective about their practice and are aware of their strengths and areas for improvement. The provider works with staff to identify professional development goals. For example, they support staff's well-being and provide them with ongoing professional development opportunities. Staff report that they feel well supported and enjoy working at the setting.

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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 all staff to understand and implement the learning intention of activities to enhance the quality of education further.

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Setting details

Unique reference number EY496803 Local authority Hackney Inspection number 10364261 Type of provision Childcare on 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 16 Number of children on roll 19

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reference number

Date of previous inspection 9 January 2019

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Information about this early years setting

Me Montessori registered in 2015. The setting operates from a residential property in Upper Clapton in the London Borough of Hackney. The setting opens Monday to Friday from 8am to 6pm, throughout most of the year. The setting currently employs seven members of childcare staff, including the manager. Of whom, three staff hold early years qualifications at level 4 and one staff holds an early years qualification at level 3.

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Inspection activities

n A learning walk was conducted by leaders and the inspector to discuss the setting's curriculum for children. 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 The inspector and the manager carried out a joint observation. n The inspector spoke to parents during the inspection and sampled written feedback to take account of their views. n The inspector looked at relevant documentation and evidence of the suitability of staff working in 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

8 January 2025 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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