Sticky Fingers Montessori Day Nursery

Inspection of Sticky Fingers Montessori Day Nursery St. John the Divine Church Hall, Garratt Lane, Earlsfield, London SW18 4EH

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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 settle well as they arrive at the nursery. They are greeted by the warm and welcoming adults who care for them. Where they need some extra support, they climb on laps to snuggle in as they read a story or reconnect with their key person. Staff offer plenty of reassurance and empathy to children, which supports their emotional well-being.

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The provision is good

The ambitious curriculum is designed to help children develop their skills to prepare for lifelong learning. Staff skillfully plan a range of experiences that help children to acquire new learning and practise and refine skills. They enjoy remembering prior learning, such as favourite stories and rhymes. Outdoor learning is a strong feature, children enjoy making mud pies and mark making on a big scale.

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The provision is good

Staff have high expectations for children's behaviour and children show high levels of respect for themselves and others. Staff role model positive attitudes to learning as they discover things together. The children invite others in to play and begin to make strong friendships. Key persons know their children very well. They understand children's individual personalities and interests. They plan learning opportunities to support their continued development.

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need to do better?

n The nursery is clean, organised and equipped with a wide range of high-quality toys and resources, both indoors and outdoors. Staff are good role models and treat children with kindness and respect. Behaviour is good across the nursery. Staff have clear expectations for all children and role model these well. Children are confident and curious to learn and are skilled communicators. n Staff successfully implement a curriculum to meet children's individual learning needs and interests. They observe children and ask parents for information about children's learning and development at home. This helps to maintain a positive partnership with parents. Staff plan regular outings. For example, they visit local shops and play parks and go on trips further afield. They also participate in activities that help to promote children's sense of self within the local community, such as the 'Intergenerational Sparkle' sessions and peripatetic

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need to do better?

sessions, including ballet and sports. n Children learn about a range of cultures and events. Staff help them to find out about the world around them, different countries and the similarities and differences between them. Festivals are shared in the nursery that are relevant to those attending, such as St Patrick's Day and Diwali. They celebrate family connections, such as through 'Grandparent' sessions. This helps children and their families to feel valued and respected. n Parents are extremely complimentary about the nursery. They have good

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need to do better?

21 March 2025 relationships with staff and describe them as friendly and kind. They are happy with the communication they receive daily and feel valued as parents. They are updated regularly about children's development and are supported to help children make further progress at home. Leaders are passionate about including parents in children's learning, and they provide parents with information about opportunities they can access locally. n In response to a relatively new team, leaders have designed a programme of support. Induction into the nursery for new staff is in-depth and thorough. Staff are given time to learn the new routines and understand the procedures for the nursery. They demonstrate a good knowledge of important arrangements, such as safeguarding, and they are provided with opportunities to attend training. Furthermore, staff supervision sessions are regular and detailed, which contributes to the overall good quality of provision for children. Staff also speak

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need to do better?

highly of the provider and value the strong support they receive for their well- being. n The management team provides a range of training options to support staff and extend on their teaching skills. However, there are weaknesses in staff's understanding of their role in supporting children's learning. For example, staff leave activities they are engaged in with children to go and attend to other tasks that other staff could easily do. This impacts on the progress some children make. n Leaders carefully monitor children's progress across the curriculum. They identify areas of practice to improve. For example, they recognise that children do not always make the expected progress in mathematics and put in place group activities to support this. Although staff identify children who need additional support, they occasionally focus on more confident children. This is to the detriment of other children who need more encouragement to join in and

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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 ensure all staff fully understand their role in supporting and extending children's learning n strengthen the support given to all children to help them engage and enjoy activities to further extend their learning.

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Setting details

Unique reference number 123138 Local authority Wandsworth Inspection number 10376275 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 32 Number of children on roll 38 Name of registered person Dalton, Jean Margaret

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reference number

Telephone number 020 8871 9496 Date of previous inspection 23 May 2019

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Information about this early years setting

Sticky Fingers Montessori Day Nursery registered in 1996. The nursery is situated in Earlsfield, in the London Borough of Wandsworth. It is open each weekday from 8am to 6pm, all year round and is closed on public bank holidays. There are 12 staff, including the manager, all of whom hold appropriate early years qualifications. This includes three staff member who hold qualified teacher status, one with a level 5 qualification, one with a level 4 qualification and six with a level 3 qualification and one with a level 2. The nursery has a Montessori education ethos. The nursery receives funding for free early years education for children aged two, three and four years.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children told the inspector about their friends and what they like to do when they are at the nursery. n Staff spoke to the inspector during the inspection. n The inspector observed the interactions between the staff and the children. n The manager and the inspector carried out a joint observation of a group activity. n The inspector spoke to several parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

21 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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