The Beehive Montessori

Inspection of The Beehive Montessori Village Hall, Southwood Road, Shalden, Alton, Hampshire GU34 4DX

p.1

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

p.1

The provision is good

Children arrive happily at this inviting and homely setting, eager to begin their busy day ahead. They confidently wave goodbye to their parents at the door and are greeted by enthusiastic and friendly staff. Several children peer over the garden fence and show their sheer excitement when they see the interesting outdoor activities already prepared for them. They quickly seek out their friends and choose an activity to engage in. To get to know new children and their families, leaders successfully arrange bespoke settling-in sessions and home visits. Parents speak highly of this personalised approach and note the positive impact it has on children's confidence to form secure relationships.

p.2

The provision is good

Any gaps in children's learning are identified at the earliest opportunity, through regular and detailed assessments. Knowledgeable and capable leaders are instrumental in securing appropriate additional support, such as from external agencies. They work closely with dedicated staff and parents to ensure a consistent and shared understanding. This collaborative approach is highly effective for children with special educational needs and/or disabilities. All children make consistently good progress from their individual starting points.

p.2

The provision is good

Children fully understand the well-established routines and high expectations for their behaviour. Staff diligently offer age-appropriate explanations to gently guide children, for example, to share and take turns. This is beautifully illustrated at snack time, when children thoughtfully discuss the importance of sharing out the variety of snacks fairly. They display empathy, thinking about others who have not had their snack yet, hoping there is enough. This helps create a respectful and cooperative atmosphere where children thrive socially and emotionally.

p.2

need to do better?

n The setting places a strong emphasis on supporting children's communication and language skills. Staff skilfully model rich vocabulary in everyday activities. For instance, at mealtimes, children hear and apply new words related to the importance of eating a balanced diet and drinking water, such as 'energy' and 'hydration'. Group times are thoughtfully planned and engaging. For example, staff share a story where they encourage children to tap out the syllables of words with wooden spoons. This supports children's understanding of how words are made up. Children become confident and articulate communicators. n Mathematical learning is effectively woven in daily routines and play. For instance, children build mud roadways with ramps for large toy trucks in the digging area. They carefully consider the size and space of the roads to ensure the trucks fit. Furthermore, plates filled with healthy food at snack time have

p.2

need to do better?

numbers next to them. As children self-serve, they recognise the numerals and

p.2

need to do better?

8 May 2025 count out the correct amount of food from each plate. These playful, practical experiences help children see how mathematics forms part of everyday life. n Outdoor learning is a key strength. Children have regular opportunities to direct their own play in the well-resourced garden. Staff set up activities inspired by children's own suggestions, such as a pirate ship and appropriate costumes. Children's physical development is promoted very well, such as obstacle courses, where children practise manoeuvring in tight spaces with tricycles, bicycles and scooters. They show impressive balance, coordination and spatial awareness. In addition, children eagerly squash, stretch and flatten play dough, which helps to strengthen the small hand muscles, in readiness for early writing. These types of activities impact positively on children. n The setting plays a valuable role in the local community. For instance, leaders

p.2

need to do better?

organise events where children participate in new opportunities that they may not have experienced before, such as planting trees, and petting and feeding sheep. Staff regularly plan walks in the community, for instance, to the garden centre. Real-life activities such as these, spark children's natural curiosity and deepen their understanding of the natural world. n Experienced leaders have a detailed understanding of the setting's strengths. They passionately share their vision by liaising with parents, local schools and the community, to help provide high quality care and education. Leaders ensure staff access ongoing professional development to improve their knowledge. While this is in place, more robust systems which evaluate individual staff's delivery and impact of the curriculum, is not yet fully embedded. n Parent partnership is strong, effective and trusted. Staff keep parents fully informed of their children's development. Parents know that their children make

p.3

need to do better?

good strides in their learning, especially in their independence, social skills and language development. They receive a wealth of other helpful information, to continue to support their children's learning at home, such as effective strategies to support children who speak English as an additional language.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n enhance systems for monitoring the delivery and impact of the curriculum, so that opportunities to further develop staff's practice are consistently identified, to ensure best possible outcomes for all children.

p.3

Setting details

Unique reference number EY365468 Local authority Hampshire Inspection number 10394508 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

p.4

inspection

Total number of places 20 Number of children on roll 25 Name of registered person The Beehive Montessori Partnership

p.4

reference number

Telephone number 01420 542416 Date of previous inspection 10 September 2019

p.4

Information about this early years setting

The Beehive Montessori registered in 2007. It is located in Shalden, Hampshire. The setting follows the Montessori teaching philosophy. It is open during term time only, Monday to Thursday from 9am to 3pm and Friday from 9am to 1pm. There are five members of staff, all of whom hold relevant childcare qualifications between level 2 and level 6. The setting is in receipt of funding to provide free early education for children aged two, three and four years.

p.4

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 spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 The inspector and the manager carried out a joint observation of an outdoor activity. n Parents shared their verbal and written views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working at the setting.

p.5

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.

p.5

Inspection activities

8 May 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6