Woodentots Montessori School

Inspection of Woodentots Montessori School 6 Rochester Road, LONDON NW1 9JH

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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 Outstanding

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The provision is outstanding

Staff create a nurturing environment, where each child feels secure and valued. By engaging with parents, staff build strong partnerships that support children's well- being and emotional security. Staff use their understanding of each child's needs and interests to provide personalised care and meaningful interactions, promoting confidence, curiosity and a sense of belonging. These trusting relationships help children settle quickly and form strong bonds with staff, laying the foundation for happy, successful learning.

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The provision is outstanding

Leaders and staff demonstrate exceptional commitment to the setting's vision with a rich, play-based curriculum. All staff confidently deliver a carefully structured learning environment, planning purposeful opportunities that inspire curiosity. For example, during outdoor play, staff skilfully guide children as they gather fallen apples from the tree in the garden. Staff encourage children to count the apples, compare sizes and observe how their appearance changes after falling, prompting thoughtful discussion and scientific observation. Staff use positive reinforcement and encouraging language to foster respectful learning. By modelling kindness and offering praise, they boost children's confidence and resilience. Young children respond well to feedback and older ones demonstrate patience and fairness, creating a purposeful environment where all children thrive.

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The provision is outstanding

Staff demonstrate exceptional skill in engaging and inspiring children to watch, learn and explore the world around them. Staff's understanding of child development enables them to create a stimulating environment, where curiosity is ignited. Real-world experiences are thoughtfully woven into daily routines. For example, during morning snack, children independently wash and cut apples, linking nature, healthy eating and practical life skills. Staff extend learning through creative activities, such as encouraging children to create designs in clay, sparking their imagination and fine motor development and facilitating playful conversations as children joyfully make pretend chocolate ice-cream cakes in the sand.

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need to do better?

n Leaders provide a well-structured curriculum that all staff follow, helping children become confident and independent. For instance, shoe changing is taught step- by-step with shared language, so that children master the skill. Story sessions like 'Brown Bear' and 'Owl Babies' support new and returning children, aiding emotional regulation and smoother transitions. This coordinated approach helps children build key life skills and positive behaviours. n Every child is valued, respected and included. Staff make the time to get to know each child and their family. They put meticulous thought into how they plan their curriculum and learning activities. Staff take full account of how every

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need to do better?

5 September 2025 child prefers to learn, and what they are currently interested in. n Children thrive in stimulating garden environments and benefit from weekly forest school sessions, where they develop new skills through creative storytelling, role play and imaginative play with natural objects, such as fallen logs. n Staff respond swiftly to children's curiosity. As children create play slides for snails using scarves, staff encourage them to search for snails in the soil bed. This leads to children discovering a slug and a spider, prompting staff to explain the differences. As a result, children are highly engaged, confident to ask questions and see their ideas realised. Staff expertly use these opportunities to introduce new vocabulary and concepts, deepening children's understanding of the world. This responsive teaching ensures children consistently develop rich- language skills and make meaningful connections in their learning.

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need to do better?

n Leaders provide staff with targeted induction and training focused on children's needs, emphasising positive language and respectful communication. Staff well- being is prioritised, creating a valued team that takes pride in their work. n Staff and leaders work closely with parents to support children's development. Updates are provided through daily conversations and the online app. Parents report satisfaction with child protection and their children's progress. They would highly recommend this setting to other parents seeking childcare. n Leaders and staff inspire excellence, working together to deliver a well- structured curriculum across the nursery. Staff clearly understand children's learning needs and maintain high teaching standards. Children develop new physical skills, with toddlers building hand strength using clay and sand, and older children refining cutting abilities with scissors under staff guidance.

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need to do better?

n Staff assess children's interests and development daily, using this insight to plan ambitious activities and make swift adjustments. This ensures every child especially those with special educational needs and/or disabilities (SEND) receive prompt support and makes excellent progress through tailored plans developed with parents and professionals. n Mathematical thinking is seamlessly introduced as children discuss costs and money, patterns and shapes, building early numeracy in an engaging context. By being highly attuned to children's emotions and interests, staff foster genuine excitement and pride in children, ensuring every child is motivated to explore, reflect on their learning and make exceptional progress.

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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 100605 Local authority Camden Inspection number 10398933 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

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inspection

Total number of places 28 Number of children on roll 26 Name of registered person Woodentots Montessori Limited

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reference number

Telephone number 020 7485 0053 Date of previous inspection 14 November 2019

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Information about this early years setting

Woodentots Montessori School registered in 1989. It is situated in a residential area in Camden, in the London Borough of Camden. The nursery is open each weekday from 8.30am to 5.30pm during term time only. The nursery is in receipt of funding to provide free early education for eligible children. The nursery school employs ten members of staff, eight of whom hold an appropriate early years qualification at level 3 or above. The nursery school follows the Montessori philosophy.

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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 snack time. n Parents shared their views of the nursery with the inspector. n Children spoke with the inspector during the inspection. n The inspector spoke with the leaders about the leadership and management of the nursery. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

5 September 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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