BW Droxford Montessori School

Limited

Unique reference number (URN): EY470932 Address: Droxford Scout Hut, Park Lane, Droxford, Southampton, SO32 3QR Type: Childcare on non-domestic premises Registered with Ofsted: 25/10/2013 Registers: EYR, CCR Registered person: BW Droxford Montessori School Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

All children consistently make strong progress across all areas of learning and development. This includes children with additional needs or those the setting is making adjustments for in their daily routine or activities. Children are well prepared for their next stage and to leave the setting with secure foundations for future learning, including independence and confidence. Children's communication and language skills develop well from their different starting points. Children confidently express their ideas and engage in meaningful conversations with peers and staff. Children develop high levels of curiosity and concentration as they focus their attention in different activities. Children develop resilience and perseverance as they complete puzzles and build with colourful shapes to construct tall structures and models. Children develop independence and thrive on the praise and support staff provide to achieve this in daily routines, such as snack time and tidying up. Children

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Achievement Strong standard

learn to be kind and helpful, developing positive social skills.

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Behaviour, attitudes and establishing routines Strong standard

Leaders support children's positive behaviour through well-established routines and by promoting regular attendance, while considering children's individual needs. Children stay consistently motivated to learn. Key-person arrangements work well. Staff build secure and trusting relationships that give children the confidence to explore. Staff consistently promote self-care and independence, creating confident, capable learners. For example, young children follow familiar routines to wash their own bowls and cups after snack and learn the skills they need for dressing themselves for outdoor play. Older children help younger children find their cups and equipment. Trusting relationships with staff give children the security and confidence to learn independently and assess and take managed risks for themselves. Leaders set clear expectations that children understand, so they behave consistently well and listen attentively. Staff gently support children to understand these and

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Behaviour, attitudes and establishing routines Strong standard

to respect one another. This approach enables children to resolve minor conflicts constructively and maintain harmonious relationships. Staff skilfully model communication, helping children to express their feelings. As a result, children feel safe, respected and motivated to engage fully in their learning.

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Children's welfare and well-being Strong standard

Leaders prioritise children's welfare and wellbeing throughout the setting. Staff have a secure understanding of children's individual needs and adapt routines to support children's comfort and independence. For example, staggered settling-in periods for younger children help them to feel secure and enable families to receive tailored support. Staff consistently model good manners and hygiene practices. They follow care routines sensitively that meet children's individual needs. Children's opinions are highly valued. Staff encourage children to make their own choices and frequently empower children to contribute their ideas. Staff positively promote healthy choices and encourage physical activity through daily outdoor play and highly enriching experiences, including cooking, gardening in the allotment and yoga sessions. These activities support children's physical development and wellbeing. Through careful trial and error, children learn to master a range of physical skills, for

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Children's welfare and well-being Strong standard

example creating their own obstacles and learning how to distribute their weight for safer balance. Leaders effectively maintain a proactive and personalised approach to supporting children and families as their needs change. For example, staff promptly adapt the environment, timetables and resources to help support positive engagement in attendance, learning and wellbeing. Staff effectively and sensitively create consistent routines and safe spaces that help children learn to cope with their emotions. This strong sense of emotional security enables children to engage positively with peers, maintain harmonious relationships and thrive in their learning environment.

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Curriculum and teaching Strong standard

Leaders understand the quality of the curriculum and teaching. There is a clear, ambitious and well-sequenced curriculum that meets all areas of children's learning and development. Staff create captivating experiences that spark excitement and curiosity and deepen children's learning. For example, a bug activity focuses children's attention and enhances language and mathematical skills. Children excitedly sort, compare and count different items as they scoop them in the tray. Staff check children's learning, purposefully building on what children already know and can do. Staff introduce and model the meaning of new words to widen children's vocabulary. Leaders review the environment regularly, harnessing children's interests, which motivates learning. Staff skilfully enable children to take appropriate risks in their play, such as using real tools during woodwork and climbing large outdoor equipment.

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Curriculum and teaching Strong standard

Staff provide clear guidance and model safe practices, so children understand and learn how to manage risks independently. This builds children's confidence, resilience and physical skills, including strength, coordination and balance. Staff know children very well and strike an effective balance between supervision and allowing children autonomy, fostering decision-making and problem-solving while maintaining safety. Staff weave mathematical ideas into play and daily routines, helping children gain confidence and enjoy using mathematical language. Staff deliver targeted teaching that addresses gaps in children's learning effectively, especially through focused one-to-one support or small group activities. Staff tailor learning experiences to meet individual children's needs, ensuring all children feel respected and supported to achieve their best.

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Inclusion Strong standard

Inclusive practice is embedded across the setting. Leaders and staff know children well, so they are aware of children's differences, their circumstances and any emerging needs. This means staff can act quickly to identify and respond to any possible barriers to children's learning and development. This well-established practice gives children, including children with additional needs or those with emerging special educational needs and/or disabilities, better opportunities and richer experiences. Partnerships with professionals are well established to provide continuity for children with additional needs. Leaders proactively seek funding to enhance provision further and provide specific adaptations to meet children's individual needs, where required. Staff collaborate closely with parents, sharing information so they can jointly monitor children's progress and review any changes to the support children may need. Consequently, all children flourish in this setting as a result of well-

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Inclusion Strong standard

trained and dedicated staff. Leaders and staff prioritise inclusion and have developed a home-from-home nurturing atmosphere that celebrates children's individuality and helps children to proudly share their lives, families and cultural celebrations with others.

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Leadership and governance Expected standard

Leaders demonstrate a clear vision and understanding of the setting's strengths and priorities for development. They have created a positive reflective culture where staff feel valued and supported through regular discussions and supervision sessions. Leaders monitor staff workload and provide effective support, particularly to those newer to their role. This ensures that staff understand their responsibilities and the standards expected. Leaders make decisions in the best interests of children, adapting routines and provision to meet individual needs. Staff maintain effective relationships with families and work collaboratively to ensure continuity of care. Leaders show a commitment to continuous improvement. However, staff's professional development is mainly focused on mandatory training, such as paediatric first aid and safeguarding. Leaders acknowledge the need to broaden opportunities for high-quality learning to widen staff's knowledge and expertise to

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Leadership and governance Expected standard

raise outcomes even further. Leaders and staff work well with parents to ensure children receive high-quality care and education. Parents value the support they receive and praise the staff for the range of experiences available. Leaders monitor the curriculum to ensure it meets the needs of all children, including those on the pathway to requiring additional support, so that every child achieves the best possible start in education.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children enjoy their learning in this welcoming setting and develop positive relationships. They are happy, valued and feel safe. As a result, children separate from their parents or carers with ease and arrive eager to participate in the rich range of experiences available. Children show confidence and enthusiasm as they engage deeply in their chosen activities. Staff know the children's interests well and join them in play, skilfully extending learning through high-quality interactions. Positive and caring relationships underpin children's sense of security and belonging, enabling them to explore with curiosity and independence. Children behave well and consistently demonstrate respect and positive attitudes to learning. Mixed-age groups work harmoniously, share familiar stories and develop communication and language skills that enable them to express their thoughts and feelings. Children explore a wide range of tools and venture into activities that promote risk-taking

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What it's like to be a child at this setting

and problem-solving, all of which help children's physical development as they build strength, coordination and resilience. Staff create an inclusive environment where every child's needs are recognised and met. This enables all children to feel valued and develop positive self-esteem, so they achieve well from their starting points. While leadership demonstrates clear strengths, there is scope to prioritise professional development further to embed continuous improvement and sustain these high standards.

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Address:

Droxford Scout Hut Park Lane Droxford Southampton SO32 3QR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: BW Droxford Montessori School Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 15:00

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Next steps

Leaders should strengthen opportunities for reflections on practice to inform staff's professional development and embed the culture of continuous improvement, further enhancing staff expertise.

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About this inspection

The inspector spoke with leaders, staff, parents, the special educational needs coordinator and the designated safeguarding lead during the inspection. 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. A quality assurance visit by an additional inspector was carried out at this inspection.

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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