Fountain Montessori Nursery And Pre-School -Edgware

Inspection of Fountain Montessori Nursery And Pre-School -Edgware St Margarets Parish Hall, Rectory Lane, EDGWARE, Middlesex HA8 7LG

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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 eagerly arrive at the setting and happily leave their parents at the door. They quickly settle with their chosen activity. Staff help them to complete self- registration at the start of the session. This helps them to gain a sense of belonging. All children learn to do things for themselves. Babies and toddlers are keen to help staff to put resources away. Pre-school children take turns during activities as well as serving themselves lunch. They helpfully clear away dirty plates as they get ready for dessert. This supports children's growing independence skills.

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The provision is good

Children are safe and secure. Staff risk assess all areas of the setting to provide children with freedom to explore the welcoming and stimulating environment in their play. Leaders design a broad curriculum based on children's interest. Staff know children well. They assess children's learning and development effectively to get to know what they need to learn next. For example, children learn about senses as they explore a range of activities indoors and outdoors.

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The provision is good

Children behave well. Staff are good role models who help children to learn about acceptable behaviour and their expectations. Older children recall the setting's ground rules for behaviour before group activities. Older children use their skills to play and negotiate space well with others.

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need to do better?

n Staff read stories with enthusiasm. Children often choose books of their interest and remain engaged and eager to discover what happens next. Staff ask questions and children are given time to think and respond. Leaders and staff further support children's love of books with a library for them to take books home to enjoy. This builds on children's early literacy skills. n Overall, staff support children's communication and language development well. Children experience a range of activities, such as learning to sing, listening to stories, and having meaningful conversations with staff. However, staff are not always consistent in engaging younger and quieter children fully. This means that all children do not hear the language and new vocabulary they need to build on their communication skills further. n Staff support children to be healthy and physically active. Children have plenty of opportunities to go outside. Children climb, run, and use wheeled toys. They

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need to do better?

safely use equipment in the setting garden as well as go on walks in the local area. Staff effectively support children's physical skills. For example, children roll and squeeze play dough, practise picking up small beads and learn how to use buckles. Children make marks and gain pre-writing skills. This prepares them well for the next steps in their learning. n Staff provide opportunities for children to gain self-care skills. Older children

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need to do better?

17 January 2025 learn how to attend to their own hygiene and toileting needs. For instance, all children learn to wash their hands. However, at times, some staff check's children's nappies in front of others and comment if they are wet or soiled. This means that the organisation of nappy changing arrangements does not fully assure children's privacy. n All children make good progress in their learning and development. Children with special educational needs and/or disabilities (SEND) are supported well. Leaders and staff work closely with other professionals to ensure that the needs of all children are met. n Children have positive attitudes. Staff set clear and consistent expectations, which means that children behave well. They plan well-thought-out environments that support children to become engaged in their play and learning. Children focus as they create and match patterns, complete puzzles or build cubes using small wooden elements. Children show good concentration

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need to do better?

skills as they pour and scoop. n Leaders are very reflective of the setting. Staff attend regular training to enhance their knowledge and skills. They say that they are happy with the support they receive from leaders. Leaders share their own skills and knowledge sufficiently, such as through peer- to-peer observations and supervision sessions. n Partnership with parents is valued by staff and leaders. Parents feel that the communication is good, both in person and using the online application. Leaders encourage parents to join in with setting workshops and coffee mornings to further build the sense of community and support.

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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 staff interactions, to support a consistent approach in helping children to develop their communication skills further n review nappy changing routines, to build on staff's understanding of how to further support children's awareness of privacy and respect.

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Setting details

Unique reference number 2546939 Local authority Barnet Inspection number 10374249 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 90 Number of children on roll 68 Name of registered person Fountain Montessori Pre-School Limited

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reference number

Telephone number 02089056202 Date of previous inspection 16 June 2022

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Information about this early years setting

Fountain Montessori Nursery And Pre-School registered in 2019 and is situated in Edgware, in the London Borough of Barnet. It is open Monday to Friday all year round from 7.30am to 6pm. The provider employs 17 staff, all of whom have relevant childcare qualifications.

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Inspection activities

n Leaders 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 leaders 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

17 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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