Newpark Montessori Nursery School

Inspection of Newpark Montessori Nursery School 22 Seward Street, London EC1V 3PA

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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 are happy and settled in this nurturing and inclusive setting. They benefit from a thoughtfully planned curriculum, which draws on Montessori principles. Staff have high expectations for all children and provide a stimulating environment that promotes independence, curiosity and emotional resilience. The learning spaces are well organised, enabling children to make choices and engage in purposeful play. Children are motivated to learn and make good progress in their personal, social and cognitive development.

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The provision is good

Children enjoy a broad range of experiences, including gardening, nature sessions and early science activities, which foster their curiosity and understanding of the world. Staff skilfully use real-life materials to introduce new vocabulary and support children's language development. Imaginative approaches, such as storytelling, emotion blocks and songs, are embedded in daily routines and help children to recognise and express their feelings.

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The provision is good

Staff are attentive to children's cultural, dietary and linguistic needs, creating an environment where every child feels recognised and respected. This inclusive practice supports children's emotional security and sense of belonging. Staff foster highly effective partnerships with parents through consistent communication, including daily updates, regular meetings and the use of development books. This collaborative approach ensures families are actively involved in their child's learning and development, both within the setting and at home. The key-person system is effective, ensuring that children form secure attachments and receive personalised support. Staff demonstrate a clear understanding of their responsibilities and create a safe and welcoming environment for all children.

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need to do better?

n Staff support children's emotional literacy well, using a range of strategies to help them name and understand their feelings. A dedicated 'peace corner' provides a calm space for children to regulate their emotions with staff offering comfort and guidance. n Children are consistently encouraged to make independent choices and solve problems, which effectively promotes resilience and autonomy. This contributes positively to their personal development and readiness for future learning. Staff promote children's integration into routines and activities, although this is not yet delivered consistently across the provision. n Staff effectively use real-life materials, such as fruits and vegetables, to introduce new vocabulary in meaningful and relevant contexts. During activities such as 'what is in the basket'? Children are exposed to real-world vocabulary through hands-on exploration of everyday items. Staff skilfully incorporate

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need to do better?

18 September 2025 words, such as lemon and sweet potato into children's everyday language, supporting vocabulary development and language acquisition. n Staff provide opportunities for children to develop critical thinking skills through purposeful interactions and open-ended activities. The curriculum is well considered and reflects children's interests and developmental needs. Staff interactions are warm and purposeful, supporting children's communication and social development effectively. However, the sequencing of some daily routines leads to unnecessary waiting times, which occasionally limits children's engagement. n Staff demonstrate confidence and competence in supporting children with additional needs and those who speak English as an additional language. A range of effective strategies are used, including visual aids and co-regulation techniques, to promote inclusion and emotional well-being. Tailored short-term

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need to do better?

planning ensures that individual needs are met and that all children make progress from their starting points. n Leaders work effectively with external professionals to ensure that children with special educational needs and/or disabilities receive timely and appropriate support. n Staff report high levels of well-being and feel valued by leaders. They express strong satisfaction in working alongside a supportive and approachable management team. Staff appreciate being actively involved in decision-making processes, which contributes to the continuous improvement of outcomes for children. n Parents express high levels of satisfaction. They frequently praise staff for their warmth, professionalism and attentiveness, describing them as having an exceptional understanding of their children's needs and personalities.

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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 support staff to consistently promote children's integration into routines and activities, so that all children engage fully and benefit from the learning experiences available n strengthen the sequencing of selected daily routines to reduce waiting times and maintain purposeful engagement throughout the day.

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Setting details

Unique reference number EY452022 Local authority Islington Inspection number 10399195 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 64 Number of children on roll 50 Name of registered person Newpark Childcare (Clerkenwell) Limited

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reference number

Telephone number 02036179955 Date of previous inspection 22 November 2019

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Information about this early years setting

Newpark Montessori Nursery School opened in 2012. It operates from a purpose- built residential development in the central development of Clerkenwell in the London Borough of Islington. It is open each weekday from 7.30am to 7pm, for 50 weeks of the year. The setting receive funding for the provision of free early education for three- and four-year-old children. There are 14 members of staff, including a manager and deputy manager.

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Inspection activities

n A learning walk was completed with the manager of the setting. n The manager carried out joint observations of group activities with the inspector. n The inspector spoke to several parents during the inspection and took account of their views. n The nominated individual and manager spoke with the inspector about the leadership and management of the nursery. n Staff shared their views with the inspector about the support they receive for their development and well-being. n The inspector observed staff and children at play. n The manager provided the inspector with a sample of key documentation on request, including records of staff suitability.

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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 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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