Park Royal Montessori Nursery

Inspection of Park Royal Montessori Nursery 3A Unimix House, Abbey Road, LONDON NW10 7TR

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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 Requires improvement

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The provision requires improvement

Staff plan some fun activities that children are eager to join in with. However, they do not consistently organise group activities well, which means that some children lose interest and become disengaged from their learning. Nevertheless, children enjoy some activities that help them to make progress. Children willingly take part in adult-led sessions. For example, a group of children enjoy playing with play dough using cutters and rolling pins. They pretend to make pancakes and develop their fine motor skills.

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The provision requires improvement

Children arrive at the nursery happy to see staff and their friends. They settle quickly and some children begin to explore the available activities. Children receive comfort from caring staff, who offer them cuddles and reassurance. This helps children to feel safe. The curriculum covers all seven areas of learning. Staff carry out regular observations and assessments of children's development. They base their planning on children's interests and developmental stages. The learning environment is inviting and there are plenty of resources that children can easily access.

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The provision requires improvement

Staff encourage children to take turns and model good behaviour and respect. This helps children to be kind to each other. Children generally behave well. When staff talk about how they manage children's behaviour, they are clear about the approach they need to follow. However, they do not implement this approach consistently to support children's understanding of positive behaviour.

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need to do better?

n Some planned activities lack clear purpose and are not matched to children's developmental stages. Staff do not consistently build on children's ideas or extend their learning. For instance, during a colouring task, children receive no explanation and staff do not show them how to hold a pencil correctly. This limits children's engagement and learning during some activities. n When older children become frustrated and have minor squabbles, staff do not provide consistent support to help them to understand their emotions and how to manage these effectively. This inconsistency in supporting children's behaviour limits children's emotional understanding and ability to manage social situations independently. n Staff teach children to wash their hands before mealtimes and brush their teeth after lunch. Although staff have high expectations and encourage children to do some tasks independently, they do not always follow this through. For example,

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need to do better?

at mealtimes, staff serve children's food and set the table for them. They do not consistently encourage children to help tidy up, even though they are able to do so. This means that children do not consistently build on their independence or

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need to do better?

11 June 2025 develop their self-help skills further. n Staff know their key children well and gather useful information from parents during settling-in periods. They build warm relationships that help children to feel safe and secure. Some information is shared with parents, but ongoing communication is inconsistent. Leaders recognise the need to strengthen partnerships to ensure that all parents feel involved and their views are heard. n Staff introduce children to different cultures to help them to understand diversity and similarities. Children who speak English as an additional language benefit from staff celebrating their individuality. Staff learn key words from children's home languages to support the settling-in process. They display some home languages and invite parents to share cultural stories. This promotes inclusivity and respect for all cultures. n Children regularly enjoy fresh air and outdoor play. They plant seeds, explore

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need to do better?

textures and colours and play with coloured salt. Children manage simple risks, such as balancing on beams. Staff support children's physical skills through games, such as catching and kicking a ball. This boosts children's physical abilities. n Staff value the support from leaders and feel part of a strong and close-knit team. Regular meetings, supervisions sessions and peer observations help to improve practice. Leaders see the small team as a strength. Staff complete ongoing training, including recent training to support children's communication skills. n Staff promote children's communication and language skills well. Children delight in story time with staff, pointing to and looking at pictures in their favourite books. Children say familiar words and complete the story as staff read, predicting what happens next. They enjoy circle time together and become excited as they sing songs linked to props. Children recall skills confidently,

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need to do better?

competently singing all the words to the songs they remember. n Staff provide engaging opportunities for children to practise their mark making and develop early writing skills. Children comfortably learn how to use scissors to practise their cutting skills to extend their physical development. n Staff provide opportunities for children to learn about early mathematical concepts. For instance, children recall the names of shapes and count the blocks they add to the tower. Staff introduce some mathematical language as children fill empty containers during water play. n Children with special educational needs and/or disabilities are well supported. The provider works in partnership with other agencies and parents and carers. Staff put strategies in place to support their development. This helps children to make progress in their learning and development.

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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 improve the planning and organisation of group activities to keep all children engaged and extend their learning and understanding n improve staff's understanding of behaviour management strategies, so that they have a consistent approach to supporting children's understanding of positive behaviour n support children to develop their independence, such as through daily routines, to help prepare them for school n develop ways to involve all parents in their children's care and learning, and seek their views to support further improvement.

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Setting details

Unique reference number EY451672 Local authority Brent Inspection number 10364456 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 45 Number of children on roll 17 Name of registered person Kindervine Day Nursery Limited

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reference number

Telephone number 02089653993 Date of previous inspection 24 July 2024

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Information about this early years setting

Park Royal Montessori Nursery registered in 2012 and is situated in the London Borough of Brent. The nursery is open for 51 weeks of the year, from 8am to 6pm, Monday to Friday. It employs four members of staff, all of whom hold childcare qualifications at level 3. The nursery provides government funded childcare.

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Inspection activities

n The inspector carried out a learning walk with the manager and discussed how the curriculum is delivered. n The inspector observed the quality of education during activities and assessed the impact on children's learning. n The inspector completed two joint observations with the nursery's managers. n The inspector held a meeting with the manager and looked at relevant documentation and evidence of the suitability of staff working at the nursery. n The inspector spoke to parents and took account of their views.

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Inspection activities

11 June 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

11 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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