College Fields Montessori Nursery School

Inspection of College Fields Montessori Nursery School College Fields, Marlborough, Wiltshire SN8 1UA

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

p.1

The provision requires improvement

Children are keen to enter this welcoming nursery, showing they feel safe and at ease. Staff warmly welcome them and their parents, showing interest in them and their news. Parents enjoy coming in to see what their children choose to play with and how they find their friends to join in. Children quickly choose their favourite activities, such as drawing and imaginative play. Staff, sometimes sit and talk to the children about what they are doing and offer them praise and encouragement for their achievements. This helps to boost children's self-esteem.

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The provision requires improvement

The provider has a clear curriculum in place and some of this is based on the Montessori approach to children's learning. Children learn about the world around them through some interesting themes. Although staff assess the children's progress, they do not use this information to swiftly access advice from outside professionals to ensure children receive consistent and effective support. Therefore, some children do not catch up in their learning as quickly as possible. The provider has struggled with recruitment and does not ensure the requirements for qualified staff are met during all sessions. As a result, at certain times, children do not receive the necessary adult support to challenge and extend their learning. For example, some older children do not show sustained focus on their activities and take time to settle and engage in their learning.

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The provision requires improvement

Children are supported to develop their independence. For example, they take off and put on their coats and shoes, put their name in the post box, help hand out plates at snack time and tidy away the toys. However, staff do not ensure some older children are supported with toilet training in readiness for school. Children form positive friendships and play well together. They use their imaginations well, such as during role play. Staff help children to manage their feelings and negotiate during their play. For example, older children wait their turn when there are not enough resources for all of them.

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need to do better?

n The provider is in breach of some of the requirements, however, these do not have a significant impact on children's safety or learning. Children's arrival times are staggered, and their times of attendance are not recorded. As a result, staff do not have an accurate record of children's arrival and departure times should a safeguarding incident occur. n During some sessions, there are not sufficient qualified staff, as is required. This impacts on the quality of interactions children receive and means children do not always receive effective support to help them make good progress. n Children's behaviour is very good. They share and take turns and form positive relationships with others. Staff encourage children to talk about their feelings,

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need to do better?

22 January 2025 such as if they become upset or frustrated. This helps children to learn to manage their emotions. n The provider monitors staff practice but does not formally use her feedback to continually improve practice. Therefore, at times, staff's interactions do not challenge and extend children's learning, particularly the older ones. The provider has attended some online training and has some ideas to put in place to offer children more opportunities to learn about mechanics. For example, she intends to introduce pulleys and drainpipes in the garden for the children to investigate and find out how things work. n Staff monitor children's progress and identify when additional support may be needed, such as with speech and language delay. At times, staff sit with children and offer some effective support. However, they do not involve outside agencies quickly enough to ensure that any gaps in children's learning are reduced.

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need to do better?

n Children develop a positive attitude towards fresh air and exercise. In the garden children enjoy racing around on the balance bikes, showing good control. Staff talk to them about why they feel warm and want to take off their coats, helping them understand the positive effects of exercise on their bodies. Other children are keen to play games with staff, who encourage the children to count their steps as they play, 'What's the time Mr Wolf?', introducing some simple mathematics. n Partnerships with parents are positive overall. Parents report that their children thoroughly enjoy coming to nursery and their children come home singing new songs they have learned. Parents report that communication with staff is good, and they know what their children are learning about. However, staff do not consider how they can better support parents to understand how they can provide help to prepare their child for school, such as helping them to gain self-

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need to do better?

care skills as soon as possible. n Staff provide plenty of resources for children to develop their hand-to-eye skills and finger muscles in readiness for writing. Children use the practical life skills activities to scoop, pour and move small objects between containers and squeeze and mould dough with their hands. However, at times staff do not challenge the older children to develop these skills further. For example, staff cut out a jellyfish shape, the tentacles and put on sticky tape, rather than encouraging children to develop and practise these skills for themselves. n Staff read stories to children with enthusiasm and use different tones of voices to engage them. Staff encourage children to join in with repeated words and children show they are familiar with these as they enthusiastically shout out, 'stomp', 'shake' and 'shudder'. This helps broaden children's vocabulary. Children enjoy joining in with songs, greeting and learning one another's names.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

Due date

maintain a daily record of the names of the children being cared for on the premises and their hours of attendance 27/01/2025

p.4

Due date

ensure that at least half of all staff, other than the manager, hold at least an approved level 2 qualification 12/03/2025

p.4

Due date

ensure staff liaise with parents and outside agencies more swiftly when emerging gaps in children's development are identified, to ensure support is put in place quickly to help them catch up 24/02/2025

p.4

should:

n work more closely with parents to ensure they understand the importance of supporting their children's self-care skills earlier, in preparation for school n provide coaching and training for staff to help them offer more challenge to the older children, to help them make better progress.

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Setting details

Unique reference number 2753009 Local authority Wiltshire Inspection number 10382544 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 24 Number of children on roll 21 Name of registered person Shepard, Sophie

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reference number

Telephone number 01672 515486 Date of previous inspection Not applicable

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Information about this early years setting

College Fields Montessori Nursery is a privately owned setting that registered in 2001 and re-registered with the current owner in October 2023. The nursery operates from a single-storey building, located near the leisure centre in Marlborough, Wiltshire. The nursery opens five days a week, during term time. Session times are from 8.30am to 3.45pm. The nursery provides government funded places for children. There are four members of staff, including the owner. Of these, one member of staff holds early years professional status, one has a qualification at level 3 and two are unqualified. The nursery follows the Montessori educational philosophy.

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Inspection activities

n The provider/manager and inspector completed a learning walk together and talked about the curriculum and what they want children to learn. n The inspector observed staff's interactions with children, indoors and outdoors, and the impact of these on children's learning. n Staff spoke to the inspector at appropriate times during the inspection. n The inspector sampled some documentation, including suitability checks and qualification certificates. n The inspector carried out a joint observation of an activity with the provider/manager and discussed the impact of this on children's learning. n Parents shared their views of the nursery with the inspector, who took account of these. n Children told the inspector what they enjoy doing while at 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

22 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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