College Fields Montessori Nursery School

Inspection of College Fields Montessori Nursery School College Fields, Marlborough, Wiltshire SN8 1UA

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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 Requires improvement

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The provision is good

Leaders have responded swiftly and effectively to the actions identified at the previous inspection, demonstrating a clear commitment to raising standards. Working in close partnership with the local authority, they have ensured that staff access a wide range of targeted training. Curriculum planning is now more intentional and structured, while remaining responsive to children's interests and developmental needs. Staff meetings reflect a strong understanding of curriculum intent and progression and are used effectively to support children's good progress, including those with special educational needs and/or disabilities.

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The provision is good

Creative learning is continuous and responsive to seasonal changes, providing rich opportunities for painting, mark making, and junk modelling. Children engage with natural materials such as conkers, leaves and feathers, fostering curiosity and exploration. Staff reinforce resilience and fine motor development effectively by praising perseverance in tasks like cutting with scissors and completing puzzles, supporting sustained engagement and learning progression.

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The provision is good

Books and stories are carefully chosen to reflect current learning themes, such as health, seasonal change and growing vegetables. Storytelling is highly engaging, with staff using dynamic tone, repetition and physical interaction to capture children's attention. Children listen attentively, immersed in the experience as they settle comfortably on floor cushions.

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need to do better?

n Communication and language development is a clear priority, supported by songs and group activities that reinforce learning. Children benefit from enriched vocabulary, such as the use of terms like 'nocturnal', which prompts meaningful discussion and supports their language acquisition. However, staff engagement varies. Some practitioners extend learning effectively through skilled questioning and positive reinforcement, while others take a more passive, supervisory approach, missing opportunities to deepen understanding. n Staff promote independence, responsibility and fine motor skills effectively through purposeful practical life activities. Tasks like sweeping and using busy boards foster autonomy and self-help abilities. Embedded self-care routines enable children to confidently manage water stations, use utensils and handle mealtime tasks. They are consistently encouraged to take ownership of dressing,

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need to do better?

eating and potty training, building self-confidence, independence and healthy habits. n Staff model positive behaviour and actively support children's emotional well- being through activities like relaxation sessions, which promote calm regulation, mindfulness and body awareness. However, they do not consistently use

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need to do better?

24 September 2025 language to help children understand and manage their behaviour. Inconsistent expectations and limited guidance during routines, such as tidy-up time, lead to missed opportunities to reinforce rules and support behavioural understanding. n Parents receive regular updates, photos and emails outlining their child's progress and next steps. They describe the provision as 'fabulous' and value its focus on individual development and consistent routines. Key persons build strong partnerships with families, offering tailored guidance on healthy eating, mealtime routines and home learning, such as advice on potty training. n Leaders show a clear understanding of the setting's progress and identify areas for improvement effectively. They foster a reflective culture through peer observations and constructive feedback, encouraging staff to evaluate their practice. Ongoing professional development strengthens staff's skills and

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need to do better?

confidence, with team members speaking positively about the support and training they receive. n The setting fosters a culturally rich learning environment by valuing family and community diversity through festivals, food, music and pretend play, strengthening children's sense of belonging and identity. For example, parents visit to play Greek music while children enjoy traditional Greek food. n Children enjoy outdoor play and show strong gross motor skills and core strength through activities like ladder climbing and beam walking. The outdoor environment supports physical development effectively, offering varied opportunities for digging, biking and den building. Resources such as books and chalk further enrich play and engagement in the garden. n Children learn how to stay healthy through engaging, hands-on activities. For example, during a planned experiment using pepper, water and soap, they observe with excitement as the pepper disperses, demonstrating how soap

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need to do better?

removes germs. Staff use this opportunity to explain clearly the importance of handwashing, linking practical learning to real-life hygiene practices effectively.

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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 interactions with children to help staff recognise teachable moments and when to allow children more time to explore their ideas further n help children gain a deeper understanding of why rules are important by providing clear and consistent explanations.

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Setting details

Unique reference number 2753009 Local authority Wiltshire Inspection number 10389482 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 24 Number of children on roll 21 Name of registered person Shepard, Sophie

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reference number

Telephone number 01672 515486 Date of previous inspection 22 January 2025

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Information about this early years setting

College Fields Montessori Nursery is a privately owned setting that registered in 2001 and re-registered with the current owner in October 2023. The nursery operates from a single-storey building, located in Marlborough, Wiltshire. The nursery opens five days a week, during term time. Session times are from 8.30am to 3.45pm. The nursery provides government-funded places for children. There are four members of childcare staff, including the owner. Of these, one member of staff holds early years professional status, two have a qualification at level 3 and one holds a level 2 qualification. The nursery follows the Montessori educational philosophy.

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Inspection activities

n The manager and the inspector completed a learning walk of all areas of the setting and discussed the early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n The inspector and the manager carried out a joint observation of a group activity. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation, including registers, 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

24 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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