Montessori Minds

Inspection of Montessori Minds 62 to 64 Eastern Road, Romford, Essex RM1 3QA

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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 Outstanding

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The provision is good

Children experience good-quality learning opportunities in all key areas of the Montessori and early years curriculum. Staff plan a curriculum that incorporates a wide range of interesting activities that excite children and extend their learning. A well-established key-person system is in place, which helps children to form strong attachments with staff and positive relationships with each other. Staff maintain high expectations for all children. Children are active and have positive attitudes towards their learning. For example, the youngest children move freely around their rooms using equipment, such as rockers and musical instruments. Older children enjoy participating in regular yoga and movement sessions. They develop their concentration and listening skills, such as by playing with wooden shakers. Children shake the wooden containers to hear each unique sound and match it.

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The provision is good

Staff are warm, kind and considerate towards children. They consistently model good manners for children to copy. Children frequently praise children, which helps to boost their self-esteem and confidence. They behave well. Children learn to listen to instructions and take turns, with occasional gentle reminders from staff. They develop good self-help skills in preparation for their transition to school. For example, toddlers help themselves to drinks when they are thirsty, and older children serve their own meals and assist in cleaning up afterwards. Additionally, children practise their early drawing, painting and writing skills by using tools, such as pencils, crayons and paint.

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need to do better?

n Staff observe children's learning and regularly assess their developmental levels to support their progress. They offer a variety of planned activities and also allow children time for self-directed play. For example, in each room, children use their hands and sense of smell to explore various textures. They eagerly explore engaging materials, such as foam, spices, herbs, dough and clay, during sensory experiences. n Children have daily opportunities to enjoy fresh air and develop their physical skills. For example, children ride bicycles, play with water and learn to balance as they walk across wooden planks. Staff teach children the importance of good health by ensuring that children wear appropriate clothing, such as sun hats, apply sunscreen and encourage them to drink plenty of water in hot weather. n All children make good progress in their learning from their various starting points in development. Children show close relationships with staff, for instance

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need to do better?

young children like cuddles and being held. Older children show confidence as they speak to staff about their needs. n Partnerships with parents and carers are strong. They provide positive feedback about staff and leadership in the nursery. Parents appreciate the individual

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need to do better?

18 June 2025 attention their children receive and feel informed about daily activities and progress. Staff encourage parents to support their children's learning at home. This enhances communication and meets children's needs effectively. n Leaders create effective systems to supervise and support staff. They frequently observe staff's practice and offer clear guidance and goals to help improve their teaching skills. Staff understand their key responsibilities and feel well supported, with opportunities to enhance their practice. For instance, several staff members have completed Montessori training. n Leaders and staff actively listen to children's opinions and encourage parents to share their thoughts about the nursery, including suggestions for menus, story sessions and outings with their children. This feedback and involvement help leaders and staff to reflect on their practice and identify areas for improvement

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need to do better?

in the future. n Staff encourage children to participate in routine and planned group activities. For example, children listen to stories and taste fresh vegetables, such as broccoli, carrots and various peppers, in the garden. However, staff occasionally overlook that some group activities are not suitable for all children, particularly the younger and quieter ones. As a result, some children lose focus, distract one another and disengage from meaningful learning. n Overall, staff promote children's listening, attention and communication skills. For example, they ask questions about children's play and model the correct language. However, staff sometimes do not allow enough time for children to think and respond. Still, they successfully encourage children's love for reading. Children can access books independently and enjoy exploring them with staff.

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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 explore ways to include younger and quieter children more fully in group activities to support their learning even further n give children more time to think and respond to questions, to enhance their communication and language skills.

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Setting details

Unique reference number EY557231 Local authority Havering Inspection number 10409138 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 76 Number of children on roll 107 Name of registered person Montessori Minds Ltd

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reference number

Telephone number 01708935695 Date of previous inspection 29 November 2021

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Information about this early years setting

Montessori Minds registered in 2018. It is located in Romford, in the London Borough of Havering. The nursery provides care all year round, from 7am until 7pm, Monday to Friday. The nursery provides government-funded childcare. It employs 24 members of staff, 19 of whom hold relevant early years qualifications ranging from level 2 to qualified teacher status.

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Inspection activities

n The deputy manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n The inspector spoke with leaders about the leadership and management of the nursery. n The inspector spoke to several parents 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 on children's learning. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector sampled a range of key documentation on request.

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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

18 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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