Busy Lizzie's Montessori

Inspection of Busy Lizzie's Montessori Busy Lizzie's Montessori, East Sheen Baptist Church, Temple Sheen Road, London SW14 7PY

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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 Not applicable

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The provision is good

Children are exceptionally happy in this welcoming, inclusive and nurturing nursery. Staff are kind, caring and attentive, which helps children to form strong attachments with them. Staff encourage parents to stay with children on their first settling-in visit. They collect lots of information about children's interests, lives and stages of development. This helps children to settle into the nursery very quickly.

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The provision is good

Children develop well across all areas of the curriculum and learn important skills and knowledge for their future lives. Staff provide a large range of well-planned activities in both the outdoor and indoor environment. Children are curious and motivated to learn through activities that interest them. Staff use children's engagement effectively to introduce new vocabulary and basic mathematics.

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The provision is good

Staff have high expectations for children's behaviour. They model respect and kindness to children, which positively impacts children's treatment of others. Staff provide children with clear boundaries and routines. They use visual cues to support children with special educational needs and/or disabilities (SEND), which supports their well-being effectively. Staff are skilled at identifying and supporting children who need additional help. All children make sound progress from their starting points.

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need to do better?

n A key strength of the pre-school is the overall positive attitude of the staff and the very high focus given to supporting children with SEND. Staff who work with children with SEND are highly passionate about their role. They ensure that children who need extra help make good progress in the pre-school. n Practitioners sit with children at story times and ask children questions to support their language development. However, sometimes, the organisation of whole group times does not help children to fully engage in learning. This is because transitions between activities are not consistently well communicated to the children. Some staff do not give children, who are engrossed in other tasks, a warning that it is time to move on to the next activity, such as when it is time for everyone to sit down for a story. This interrupts children's focus and concentration on their original activity and makes it harder for them to

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need to do better?

concentrate during story time. n Overall, children become absorbed in their play and learning and they behave well. When children need help to manage their behaviour, staff speak to them quietly and at their level. They give gentle rule reminders. This supports children to make the right choices. When staff praise children, they explain what they are doing well. This promotes children's self-esteem. n Children develop their independence as they serve their own snacks and meals.

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need to do better?

17 January 2025 They show an understanding of basic hygiene routines. For example, children wash their hands independently after a messy activity. However, when children find tasks, such as cutting fruit, challenging, they are not given consistent opportunities to persevere and manage the tasks independently. This is because staff, in their enthusiasm, are sometimes too quick to manage these challenges for children. n Staff ensure that children receive care in a safe and secure environment. Staff receive training on how to support and plan for children who need a more targeted approach. Additional funding is used effectively to support the individual needs of children. For instance, leaders use funding to extend the opportunities and experiences for children outside in the garden. n Children who speak English as an additional language benefit from targeted support to ensure that they make good progress in their development of English.

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need to do better?

Many staff are multilingual. They use their knowledge of other languages to support children and their families well. n Partnership with parents is strong. Parents comment that communication is good and that staff are attentive and kind to their children. They say that their children cannot wait to arrive at the pre-school. Parents praise the support that they have received with their child's development, as well as the holistic help provided to meet the needs of the family.

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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 provide children with clear and consistent information that supports their understanding of the routines and expectations n ensure there are consistent opportunities for children to manage challenges independently.

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Setting details

Unique reference number 2698053 Local authority Richmond Upon Thames Inspection number 10372164 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 36 Number of children on roll 25 Name of registered person Maitland, Elizabeth Jean

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reference number

Telephone number 02088780756 Date of previous inspection Not applicable

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Information about this early years setting

Busy Lizzie's Montessori registered in 2022. It operates from the East Sheen Baptist Church, in the London Borough of Richmond upon Thames. The pre-school opens each weekday, during school term times, from 8.45am to 2.30pm, Monday to Thursday, and from 8.45am to 1pm on Fridays. It employs eight members of staff. Of these, six hold appropriate early years qualifications at level 2 or above, and the manager holds early years professional status. The pre-school provides funded care and early education.

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Inspection activities

n The manager and the inspector completed a learning walk together and discussed the early years curriculum. n The inspector spoke with staff and interacted with children. n Parents shared their views about the pre-school with the inspector. n The inspector carried out a joint observation with the manager. n The inspector viewed the provision and discussed the safety and suitability of the premises. 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.

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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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