Right Start Montessori Pre School

Inspection of Right Start Montessori Pre School Botany Bay Cricket Club, East Lodge Lane, ENFIELD, Middlesex EN2 8AS

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

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The provision is outstanding

Children thrive at this setting, showing a genuine enthusiasm for learning. Staff deliver an engaging curriculum tailored to each child's unique interests and preferred learning styles. These thoughtfully planned activities maintain children's focus for extended periods, fostering a calm and productive atmosphere. Children feel happy, safe, and secure, enjoying a strong sense of belonging supported by kind and caring staff.

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The provision is outstanding

The quality of education is excellent, with staff expertly observing and responding to children's individual interests to enrich their learning. For example, during the song "Old MacDonald," children eagerly pick up animal toys, imitate their sounds, and place them in a cardboard box. This interactive approach supports language development by reinforcing animal names and sounds, which is vital for early communication skills. Differences are celebrated and discussed openly. Children learn what it is to be unique. Staff actively promote children's understanding of the wider world through rich, culturally diverse experiences that are seamlessly embedded into daily practice. For example, themed cultural activities, such as Mexican-themed days, provide children with immersive opportunities to explore traditions, enjoy authentic foods like nachos and juice shots, and listen to Mexican music, fostering respect, curiosity, and inclusivity.

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need to do better?

n Staff deliver a high-quality, ambitious curriculum that is varied and precisely tailored to meet each child's individual needs. They know children extremely well and build on their existing knowledge. All children, including those who receive additional funding, are challenged appropriately through their chosen play, enabling them to reach their full potential and make outstanding progress. For example, children demonstrate rich imaginative play in the Forest area by filling cupcake trays, frying pans, and pots with mud, leaves, sticks, and water to create their own 'cakes' and 'recipes.' This play fosters early mathematical language, sensory exploration, and personal storytelling, while also building special connections as children share ideas and collaborate. n Children benefit from a wealth of rich experiences during forest school sessions that fosters their love of nature and high level of exploration. Staff intuitively

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need to do better?

enrich children's curiosity as they listen intently to environmental sounds and search for insects. For example, they clearly explain to children the importance of returning the worm they discover to their natural habitat so that they remain protected from the weather, and how they will thrive with access to natural vegetation. n Staff have an excellent understanding of how to promote communication and language effectively. Young children use props to make connections with the

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need to do better?

12 June 2025 words in the rhymes and songs they hear, helping them to repeat and recall new vocabulary. Young children embrace a love of words as they eagerly want to practice speaking. Staff consistently adapt their speech, using clear, simple sentences, and intentionally introduce new vocabulary in context. For example, they teach the word "continent" as older children match animals to the continents they live in. Staff's skilful questioning encourages older children to use complex sentences, resulting in articulate and expressive communicators. n Staff support children's mathematical development through a carefully planned, sequential approach that progresses from familiar shapes like circles, squares, and triangles to more complex forms such as octagons and curvilinear triangles in a shape hunt in the forest. Children make meaningful connections. For example, linking the word "octopus" with eight legs to reinforce their

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need to do better?

understanding of the number eight and the octagon shape. Alongside this, staff introduce key concepts like "empty," "full," "half," and "three-quarters" in natural contexts, helping children develop early geometry skills, shape recognition, measures and related mathematical vocabulary. This approach encourages real- world connections to mathematical language, fostering deeper numeracy understanding. n Staff strongly support children's emotional development, encouraging self- advocacy and understanding of feelings. Their sensitive guidance builds resilience and prepares children for life changes. Through modelling respect and teaching social skills, children form strong friendships. Resources like dough for young children and emotion boards for older children help them regulate emotions and express themselves confidently. Staff's superb sensitive support results in resilient children who are prepared for changes in their lives.

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need to do better?

n Staff expertly promote children's understanding of safety by consistently teaching boundaries, emotional regulation, and positive decision-making. Children confidently follow clear rules and demonstrate a strong awareness of potential hazards when running across the cricket field. For example, children show exceptional self-control as they run to the designated outdoor bench and consistently respect the cones marking safe play areas, maintaining a secure and well-managed environment. n Partnerships with parents are of an exceptionally high standard. Parents comment how their children are 'thriving' and feel very well informed about their children's progress. Parents are particularly appreciative of how effectively staff support their children's developing skills and routines, helping children feel both secure and empowered. They report feeling well informed about their child's day and value guidance on supporting learning at home, including using the home

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need to do better?

lending library and taking activity bags to practice essential skills with their children. n The inspirational management team delivers exceptional, targeted professional development that directly enhances children's learning. For example, they strategically plan mathematical learning to expand vocabulary and deepen mathematical understanding through meaningful, hands-on experiences. Leaders always seek innovative initiatives to ensure staff consistently implement outstanding practice. Staff wellbeing is a top priority, leaving them feeling highly valued and proud of their roles.

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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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Setting details

Unique reference number EY548489 Local authority Enfield Inspection number 10398227 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 28 Number of children on roll 35 Name of registered person Right Start Montessori Ltd

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reference number

Telephone number 02083677538 Date of previous inspection 9 October 2019

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Information about this early years setting

Right Start Montessori Pre-School opened in 2000 and operates from the grounds of Botany Bay Cricket Club, in the London Borough of Enfield. The pre-school is open each weekday, from 8.30am to 4pm, during term time. The provider receives funding for the provision of early education to children aged two, three and four years old. The provider employs eight staff who work directly with the children. Of these, seven staff hold appropriate early years qualifications. The manager holds an Early Years Professional Status. The Montessori method of teaching features in the curriculum.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about the curriculum and what they want children to learn. n A joint observation of an activity was carried out by the inspector and the manager. n The inspector held a number of discussions with staff and children at appropriate times during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector held a meeting with the manager. She sampled relevant documentation, such as evidence of the suitability of staff working in the setting. n The inspector spoke to a few parents and took account of their views.

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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

12 June 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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