College Town Day Nursery and Pre-School

Inspection of College Town Day Nursery and Pre-School College Town Montessori, 117 College Road, College Town, Sandhurst GU47 0RD

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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

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The provision requires improvement

Managers create an ambitious curriculum that is well sequenced and focuses on what children need to learn next. However, not all staff deliver the curriculum in a way that supports all children's learning, including those who have emerging gaps in their learning. This means that not all children make consistently good progress from their starting points. This is due to inconsistencies in the quality of interactions.

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The provision requires improvement

Despite this, children enjoy their time at this bustling nursery. They detach easily from parents and show that they feel safe and secure as they share their news with staff and friends on arrival. Children develop secure attachments to staff who are kind and caring. Older children learn about emotions and what these might look and feel like. Children learn that 'fear' is another word that describes feeling scared. This helps children gain an understanding of themselves and provides them with the language they need to express how they are feeling.

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The provision requires improvement

Children are curious and enjoy learning about the world around them. For example, staff introduce toddlers to what living things need to grow as they plant cress seeds. Toddlers learn words such as 'seeds', 'sprinkle' and 'spread' as they perform each action. They plant their seeds in cotton wool and learn that water and sunlight help them grow. Children take their planted seeds home to share the growing experience with their parents.

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need to do better?

n Managers have a secure overview of the quality of the provision and have targeted plans in place to tackle the weaknesses. They use staff supervision and professional development opportunities to identify ways of driving improvement. For example, staff working with babies complete 'safe handling' training to promote children's safety and well-being. Staff working at the setting comment positively on the support and opportunities they receive from managers, which helps them feel valued. n The support children receive to promote their language and communication skills is variable. For example, some children, such as toddlers, receive quality interactions that build on their existing language. Staff engage children in regular discussions and introduce new words, such as 'spillage' and 'cotton wool'. Staff working with children who speak English as an additional language incorporate their home language alongside English, helping them make

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need to do better?

connections. However, not all children receive the swift intervention they need to close gaps as early as possible. This means some children have better opportunities to be effective communicators than others. n Children have lots of opportunities to develop their independence skills, enabling

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need to do better?

18 March 2025 them to do things for themselves. For example, babies learn to identify and attempt to put on their own coats in preparation for outside play. Pre-school children enjoy exercising their independence as they chat at the water station while pouring their own drinks. This helps children learn to be autonomous over their care needs. This new sense of responsibility improves children's water consumption, forming healthy habits. n Overall, children behave well. They follow the rules and show kindness towards their friends. They learn to take turns and explore the play environment with confidence. Some children concentrate intently as they make cards for people that are important to them. They show pride as they share their creations with staff, who respond warmly. However, at times, the weaknesses in staff interactions mean that some children lose focus on activities and wander off. This does not encourage children to build consistently good attitudes towards

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need to do better?

their learning. n Staff provide children with a range of opportunities to develop their physical opportunities. For example, babies practise their hand-eye coordination and control as they learn to roll a variety of different-sized balls to one another. Staff plan activities for older children that help to develop their fine motor development. For example, staff provide children with large tweezers and model how to use these to pick up small items. This helps children develop some of the skills they will need for future writing. n Partnership with parents is not yet fully effective. Managers have recently introduced an online communication app to help promote a two-way-flow of information. However, this is not wholly embedded. For example, some parents report positively on the information they receive about their children's learning and next steps. However, parents of babies do not always receive regular

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need to do better?

information about their baby's daily care or experiences. This includes how much they have eaten. This does not ensure that all children have a consistent approach for their learning and care across all environments.

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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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Due date

18 March 2025 ensure children who have emerging gaps within their speech and language skills receive the support and early intervention they need without delay 02/06/2025

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Due date

improve the quality of teaching and interactions so that children have access to consistently high-quality learning opportunities that enhance their knowledge and skills 02/06/2025

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Due date

ensure communication methods are effective in providing parents with regular information about their children's care and learning. 02/06/2025

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Setting details

Unique reference number 2785703 Local authority Bracknell Forest Inspection number 10393080 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 62 Number of children on roll 83 Name of registered person The Childcare Corporation Limited

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reference number

Telephone number 01726345540 Date of previous inspection Not applicable

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Information about this early years setting

College Town Day Nursery and Pre-School opened in 2012 and re-registered in 2024 under new ownership. It is one of many nurseries operated by the provider. The nursery is located in College Town area of Sandhurst, Berkshire. It is open each weekday, from 7.30am until 6pm, for 47 weeks of the year. There are 19 members of staff, of whom 11 hold relevant qualifications at level 2 and level 3.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the provision and discussed the early years curriculum. n The inspector talked to the manager, staff and children at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector spoke with parents during the inspection and took account of their views.

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Inspection activities

18 March 2025 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

18 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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