Paint Pots Montessori School The Boltons

Inspection of Paint Pots Montessori School The Boltons St. Mary the Boltons Church, The Boltons, LONDON SW10 9TB

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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 arrive happy. They are warmly greeted by staff. They search for their photo to self-register and post their name. Parents appreciate the time staff take to settle children into their day. They comment on the safe and nurturing environment. Children follow the routine well. They understand the behaviour expectations and demonstrate resilience. Staff are positive role models. Children are kind to their peers. They hold a friend's bag on arrival, so they can take their coat off.

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The provision is good

Staff introduce exciting activities. They know the children well. They use dinosaurs as a sorting task to support early mathematical development. Themes are planned with a purpose. Children learn about St David's day. They enjoy cutting leeks to make soup for lunch. They study daffodils and paint pictures together. Staff introduce language when narrating children's play. They consistently praise children's efforts. This boosts their self-esteem and desire to achieve.

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The provision is good

Children freely access the garden. There are opportunities to exercise and develop their gross motor skills. They use large spades to dig in the mud and pull themselves over the climbing frame. Children instinctively change their shoes when going outside. Staff have developed an effective structure that promotes children's independent skills.

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need to do better?

n Leaders have high aspirations. They develop an environment where staff feel valued. Regular supervisions check in on their well-being. Targeted training ensures that staff's knowledge is current. This enhances their teaching. Frequent risk assessments on the provision assess the safety for children and staff. n Leaders create strong partnerships with parents. Parents speak highly of the provision. They praise staff's efforts in building trusting relationships with their children. Parents feel well informed via the app. Staff support families. For example, they offer advice on situations, such as a new baby. Parents find the ideas to continue learning at home beneficial. They understand what their child is learning. n Staff act swiftly to identify children with special educational needs and/or disabilities (SEND). They work closely with parents and professionals to complete referrals. Strategies are implemented to ensure that children with

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need to do better?

SEND reach the best possible outcomes. Parents are pleased with the development their children make. n There is a clear focus on language and communication. Staff consistently introduce new words. For example, they describe leeks as 'stringy'. They pause and give children time to think and answer. However, there are fewer strategies

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need to do better?

27 February 2025 to support children who speak English as an additional language to further support their communication. n Leaders plan an ambitious curriculum. They provide stimulating activities that embrace children's current interests. Teaching is designed so that children remember what they have learned. Children carefully fill watering cans. They tend to daffodil bulbs and describe how to care for them. Children cut up fruit for their snack. They are reminded to be careful. Staff talk to children about healthy choices. They encourage good hygiene practices. These skills promote learning for life. n Children benefit from rich experiences. They engage in activities that ignite their imagination. Music sessions allow time for expression. Children squeal with delight as they dance and wave scarves. They listen carefully and copy a rhythm with sticks. Staff model yoga poses that children copy. They practise resting their

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need to do better?

minds at the end of the day. These opportunities enhance children's character building and promotes their confidence. n Children enjoy listening to stories. They share books with staff and snuggle in for comfort. Children talk about what they see as they independently turn pages. Staff sit with children as they make Welsh cakes from play dough. These activities support their fine motor movements. However, staff have not fully thought through how children can explore early writing as part of their play to further extend their literacy skills.

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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 embed consistent strategies to support children who speak English as an additional language to develop their communication and understanding n develop the curriculum for literacy further and provide opportunities for children to practise mark making to supports their early writing skills.

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Setting details

Unique reference number EY480045 Local authority Kensington and Chelsea Inspection number 10368394 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 26 Number of children on roll 11 Name of registered person Paint Pots Montessori Schools Limited

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reference number

Telephone number 07794 678 537 Date of previous inspection 19 March 2019

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Information about this early years setting

Paint Pots Montessori School The Boltons registered in 2014. It is situated in Chelsea, in the London Borough of Kensington and Chelsea. The nursery is open each weekday, from 9.15am to 12.30pm, during term-time only. The provider offers the government funded places for childcare. The provider employs seven members of childcare staff. Of whom, four hold relevant early years qualifications. The nursery follows the Montessori educational philosophy.

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Inspection activities

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 A joint observation was carried out by the inspector and the manager, and the findings were discussed. n The inspector and the manager completed a learning walk of the setting and discussed the impact of the curriculum. n The inspector gathered views of parents and took these into account. n The inspector looked at relevant documents to check staff's suitability.

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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

27 February 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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