Flying Start Montessori

Inspection of Flying Start Montessori Scout Association, Kecksys, Sawbridgeworth, Hertfordshire CM21 9DT

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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 and settled, quickly engaging in the activities on offer. Staff provide nurturing support to those who need help transitioning, ensuring all children feel secure and ready to learn. Staff offer a rich and stimulating curriculum that encourages free-flow play. Children's interests are considered, and staff show a good understanding of how children learn. They play alongside children, allowing them to explore at their own pace, while using opportunities to extend children's learning and development.

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The provision is good

Children become engrossed in a variety of learning opportunities, including practical life skills, such as washing up, and accessing a range of equipment to support their physical development. Activities, such as balancing on beams, climbing slides and riding tricycles, help children to build on their coordination and strength. Children develop their fine motor skills through scooping and pouring cooked rainbow pasta and manipulating play dough, helping to strengthen muscles in their hands.

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The provision is good

Staff are well deployed, ensuring that children are supervised at all times. They promote positive behaviour, encouraging children to care for their environment by tidying up resources and learning to respect their surroundings. Children behave well and form positive relationships with their peers, helping them to play harmoniously together.

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need to do better?

n Children with special educational needs and/or disabilities (SEND) receive tailored support. Staff collaborate with a range of external professionals, including local authority inclusion officers. Staff receive bespoke training to meet children's specific learning and developmental needs and show an excellent understanding of how to support children with SEND. Home visits and regular meetings with families further strengthen these support systems. These strong partnerships and individualised approaches ensure that all children receive the support they need to thrive and make good progress from their starting points. n Children are familiar with routines and show good listening skills as they listen to instruction. For example, children know what to do when transitioning to lunchtime. However, the current organisation of handwashing routines creates congestion and long wait times for children. This results in children not always

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need to do better?

being engaged in meaningful learning. n Staff support children's communication and language through the use of books and songs. Staff read stories with animation and excitement, capturing children's attention and fostering a love for books. Children enthusiastically join in with familiar songs and nursery rhymes. Older children show recognition of letters as they use their finger to trace on sand boards and demonstrate their knowledge

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need to do better?

14 March 2025 as they independently paint letters. n Children show high levels of independence in their play, confidently choosing activities and taking a lead in their own learning. They demonstrate strong self- care skills, using a designated station to wipe their noses and dispose of tissues appropriately. Staff support children in practising tasks, such as putting on coats and shoes, fostering independence in preparation for school. n Staff provide children with a wide range of learning experiences, which help them to build on their learning and understanding of the world around them. For example, children engage in a sensory scavenger hunt, using their sight and hearing to identify elements in the environment and mark them on a checklist. Staff help children to explore their surroundings. They listen to sounds, such as trains and birds, and describe textures and scents of leaves they find. While

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need to do better?

older children are consistently included, staff do not always consider how to include younger children in these focused activities. n Parents speak highly of the pre-school, praising the warm and welcoming environment and the dedicated, caring staff. They are kept up to date with their children's learning and development through meetings each term, daily handovers and newsletters. Parents attend special events, such as Christmas parties and graduations. The pre-school also provides parents with guidance on online safety and values their feedback during meetings. n Leaders implement robust recruitment and induction processes to ensure that all staff are suitably qualified and fully understand their roles and responsibilities. Staff receive regular supervision sessions, providing professional and well-being support. The team works collaboratively to ensure that children have good outcomes.

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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 review handwashing routines to make sure they are organised, minimising waiting times and ensuring that children are engaged in meaningful learning n ensure that staff include all children in focused activities to fully support children's learning and development.

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Setting details

Unique reference number 2496888 Local authority Hertfordshire Inspection number 10372524 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 30 Number of children on roll 40 Name of registered person Flying Start Limited

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reference number

Telephone number 07734319656 Date of previous inspection 24 April 2019

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Information about this early years setting

Flying Start Montessori registered in its current premises in 2018. The setting employs six members of staff. Of these, most hold an early years qualification at level 3 and above, including the manager who holds a relevant qualification at level 6. The setting opens from Monday to Friday, during school term time. Sessions are from 8.30am to 3.30pm Monday, Tuesday, Wednesday and Friday, and from 8.30am to 12.30am on Thursdays. The setting provides funded early education for eligible children.

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Inspection activities

n The manager joined the inspector on a learning walk. She talked to the inspector about the curriculum. n The inspector observed the quality of education being provided, indoors and outdoors. She discussed children's progress with staff. n The manager and inspector carried out a joint observation of an activity in the garden. n The inspector looked at relevant documentation. This included evidence of staff suitability, staff training records and safeguarding documents. n The inspector spoke to parents during the inspection and took account of written feedback provided.

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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

14 March 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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