Meon Springs Montessori – Kilmeston

Inspection of Meon Springs Montessori – Kilmeston Kilmeston Village Hall, Kilmeston Road, Kilmeston, ALRESFORD, Hampshire SO24 0NW

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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 independently put their belongings away as they enter the nursery, with staff supporting them if needed. They settle quickly due to the exciting activities available for them to choose. Staff communicate with the children as they play, extending their learning further. For example, children ask to draw a rainbow and staff question what colours they will need. They challenge them further by asking if they know a song that would help them to remember the order of the colours. Children are happy and engaged.

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The provision is good

Staff remind children of the rules throughout the day. They support young children to tidy up and to sit nicely during large-group times. Staff question older children on the rules. For example, staff ask 'Why do we not draw on the floor?' Children explain the importance of looking after the equipment and the nursery. Overall, children's behaviour is good.

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The provision is good

Staff follow an ongoing theme of 'growth' in their teaching. Children learn about their bodies and the importance of staying healthy and doing exercise. Staff put on structured sessions in gardening and forest school, where children learn about the world around them and even grow their own vegetables. Children partake in weekly physical education, where they do a range of activities to support their gross motor development. For example, children learn skills such as throwing, balancing and moving in different ways. They also join in with team games, where they follow instructions and work together.

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need to do better?

n Managers support their team well. They hold regular supervision meetings, where they discuss their well-being and professional development. For example, managers help staff to gain qualifications in childcare. Staff receive an in-depth induction process when joining. They have access to a range of online training opportunities, which extends their knowledge and supports them in their role. Staff work extremely well as a team and praise each other on their achievements. n Managers have created their own curriculum based round the early years foundation stage. This covers each area of development for children with end goals, intended to help them to progress in their learning. n Staff identify children who may have special educational needs and/or disabilities. They are quick to intervene and support children, if needed. For example, staff have been working with children on their pronunciation of sounds.

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need to do better?

This is to support speech and language development. Staff understand when to reach out to external agencies if extra support or guidance is necessary. Children who speak English as an additional language are making good progress in their

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need to do better?

15 May 2025 development. Staff use children's home language and work closely with parents to help support their communication and understanding. n Staff know children and families well. Children all have individual next steps they are working on to ensure they progress in their development. They share these with parents along with how to support their child at home. Although each child has a key person, the key-person system is not as strong as it could be. For instance, staff do not ensure all parents know who their child's key person is. n School readiness is extremely important to this setting. They work with local schools to ensure children are fully prepared for the transition. For example, they focus on developing children's confidence and independence. Children follow hygiene routines and understand the importance of these. For instance, they access tissues to blow their nose and wash their hands before mealtimes. Staff

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need to do better?

also encourage good manners, which teaches children about respect. Children have good self-care skills and personal development. n Parents are extremely complimentary of the nursery. Staff regularly provide information to parents about the upcoming topic and what they will be learning. Parents receive updates on their child's development and are pleased with the progress their child is making. They communicate well and have built strong partnerships with the families.

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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 and improve the key-person system to provide more consistency for children.

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Setting details

Unique reference number EY540307 Local authority Hampshire Inspection number 10394542 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 18 Number of children on roll 21 Name of registered person O'Reilly, Gemma Jean Kate

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reference number

Telephone number 07779780228 Date of previous inspection 11 September 2019

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Information about this early years setting

Meon Springs Montessori - Kilmeston is located in Kilmeston, Hampshire. It registered in 2017. The setting operates during term time, Monday to Friday from 8.30am to 4pm. The setting sometimes runs a holiday club during the Easter holidays and four weeks in the summer holidays, Tuesday, Wednesday and Thursday, 9.30am to 2.30pm. The manager holds a childcare qualification at level 6. All other members of staff are qualified at level 3. The setting is in receipt of funding for the provision of early years education for children aged nine months to 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 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 manager and the inspector carried out a joint observation during a mathematics activity. n The inspector spoke to parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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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

15 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.

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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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