Chalfont St Peter Montessori School

Inspection of Chalfont St Peter Montessori School Tithe Barn Youth Centre, Sandy Rise, Chalfont St. Peter, GERRARDS CROSS, Buckinghamshire SL9 9TR

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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

Leaders and staff are proactive in making children and their families feel welcome. They prioritise children's personal, social and emotional development and recognise it as a foundation for future success. For example, children graciously introduce themselves to new visitors and delight in showing them their unique creations. They readily gift their drawings to friends out of kindness and a desire to make others feel special. As a result, children continue to thrive at this inclusive setting.

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The provision is good

Leaders create an aspirational curriculum for all children, including those with special educational needs and/or disabilities (SEND). They thoughtfully weave themes, inspired by children's interests, such as a love for nature, and use the changing seasons as a basis for learning. In addition, leaders and staff aim to nurture a sense of responsibility and environmental awareness. For instance, children visit their allotment with staff and learn to grow their own fruits to make different recipes. Parents share how well their children remember what they have learnt and proudly call themselves 'eco warriors'. They remind family members to use sustainable habits at home, such as switching off lights to conserve energy.

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The provision is good

Well-established routines give children a sense of security and help them understand what is expected of them. Staff consistently model positive behaviour which children readily mirror, such as good manners, respect and cooperation. Older children happily help others, for example, by reading food labels during their kitchen role-play. This helps children to value one another's strengths and grow as independent, confident learners, ready for their eventual move to school.

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need to do better?

n Leaders work closely with parents to gain a clear insight into the challenges some children face when starting pre-school. They promptly identify those who may need extra support to benefit from the learning experiences available. Leaders work collaboratively with families and other professionals to ensure a coordinated approach. Strategies, such as visual prompts, sign language and real-life objects help strengthen communication, especially for younger children and those with additional needs. Consequently, children with SEND, are fully included in all daily routines and activities and make sustained progress. n Staff skilfully support children's communication and language skills by engaging at their level, narrating in real-time and modelling clear language. Story sessions delivered with enthusiasm and energy, capture children's attention and imagination. Children take every opportunity to explore books and share them

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need to do better?

with friends. They recall familiar phrases and imitate staff by asking simple questions, such as 'what is this?' This shows children's genuine passion for books and storytelling.

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need to do better?

7 July 2025 n The outdoor provision is a distinctive strength, offering rich and varied experiences that enhance children's physical development. Staff make excellent use of the surroundings. For example, children benefit from a wide range of extra curricular activities, including sessions with football and dance coaches. They impressively manoeuvre around cones when dribbling a ball and express themselves creatively through movement in dance. Regular access to outdoor learning boosts children's coordination, stamina and self-expression. n Key persons get to know their key children well. They assess their development accurately. However, during children's spontaneous play, some staff do not always use this information effectively enough to build on children's knowledge and skills. At times, some staff do not capture the best moments to intervene, to either address misconceptions, offer guidance or provide appropriate challenge.

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need to do better?

While leaders have identified areas for improvement in individual staff practice, their coaching and mentoring systems are not yet robust. This impacts on children's learning and their progress to reach their full potential. n Leaders recognise the importance of celebrating children's cultures through different festivals. For example, they invite parents in to share their experiences, such as showcasing traditional costumes at Diwali time. This helps children gain an understanding of diversity and the wider world. n Strong, effective and trusting relationships are built with parents from the outset. Parents greatly appreciate the open and detailed communication from leaders and staff. This includes through newsletters, an online platform and daily interactions. Parents express gratitude for the dedicated and knowledgeable staff team and regularly use ideas and suggestions from the setting, at home. This

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need to do better?

partnership further supports children's continuity in their development. n Leaders and staff fully understand their safeguarding duties. They are clear about how to act to prevent and protect children from potential harm. This helps to ensure children's safety.

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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 strengthen the individual support, coaching and mentoring of staff to further improve their practice and ensure consistently high-quality teaching

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Setting details

Unique reference number EY451075 Local authority Buckinghamshire Inspection number 10398205 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 28 Number of children on roll 36 Name of registered person Chalfont St Peter Montessori Limited

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reference number

Telephone number 07973 165 821 Date of previous inspection 8 October 2019

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Information about this early years setting

Chalfont St Peter Montessori School registered in 2004. It operates from the Tithe Barn Youth Centre in the village of Chalfont St Peter in Buckinghamshire. The setting is open Monday to Friday, from 8.30am to 4pm, term time only. It follows a balance between the Montessori philosophy and the EYFS. Eight staff work with the children, seven of whom hold appropriate childcare qualifications, from level 3 to level 6. The setting is eligible to receive funding to provide free early education for children aged two, three and four years.

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Inspection activities

n The deputy manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. 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 deputy manager carried out a joint observation of an activity. n The inspector spoke with the nominated individual about the leadership and management of the setting. 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 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

7 July 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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