OakDin Montessori Kindergarten Ltd

OakDin Montessori Kindergarten Ltd

Unique reference number (URN): 203835 Address: 67 Perry Street, Billericay, Essex, CM12 0NA Type: Childcare on non-domestic premises Registered with Ofsted: 02/03/2000 Registers: EYR, CCR, VCR Registered person: Oakdin Montessori Kindergarten 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

Children learn in fun and exciting ways that help them to retain knowledge and skills over time. The impact of high-quality teaching is evident in the knowledge that children recall. Parents attribute children's progress to the quality of the curriculum and teaching. Children demonstrate the skills and knowledge they have acquired through their actions across all seven areas of learning. Children are extremely well prepared for the next stage in their learning and exhibit elevated levels of independence and confidence. Children show impressive language acquisition at all ages. They show high levels of engagement and sustain interests in tasks over periods of time. This helps children to develop concentration and perseverance needed for later learning.

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Achievement Strong standard

Children with special educational needs and/or disabilities are supported extremely well to overcome barriers to their learning through thoughtful and personalised teaching and learning plans that support children to close any gaps ahead of the next stage of their education.

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Behaviour, attitudes and establishing routines Strong standard

Leaders' and staffs' high expectations for behaviour are reflected in the behaviour demonstrated across the nursery. Children show exemplary listening and attention and approach their learning with radiant positivity. Kindness and empathy are evident in all interactions, with older children acting as role models. For example, helping younger children to tidy away the resources.

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Behaviour, attitudes and establishing routines Strong standard

Staff prioritise children's concentration, resilience and perseverance; these are extremely high expectations for all children. Children learn respect for others as well as their environment as staff act as positive role models. Children use resources with care and show a secure understanding of expectations for making positive choices such as tidying away and helping others. Leaders routinely monitor children's attendance and make parents aware of the benefits of consistent attendance on their children's learning and progress.

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Behaviour, attitudes and establishing routines Strong standard

Strong key-person relationships support children to feel safe and secure in the nursery. Children demonstrate this through their consistently positive behaviour and interactions with others. The youngest children seek out the security of trusted adults if they are overwhelmed or need reassurance. Staff consistently ensure that all children are showered with warm and sensitive care, which helps children to develop important early messages that adults care about them. Older children design red hearts for their teachers, saying they know that red is their favourite colour.

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Children's welfare and well-being Strong standard

Children are clearly loved and show affection for others. They radiate happiness in all that they do as a result of feeling safe and secure. New children show early secure attachments due to robust settling-in arrangements. Staff have a secure understanding of the importance of emotional security and apply this well, across the setting. Routines for the youngest children are mirrored with those at home to further strengthen consistency and security.

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Children's welfare and well-being Strong standard

The nursery offers a home-from-home experience. This is combined with an unhurried approach that supports children to feel a sense of belonging and enables all children to work at their own pace. Children have highly positive attitudes to exercise and outdoor play, showing great excitement and enthusiasm as they explore the outdoors. Learning continues outside with the same ambitious learning principles reflected indoors. This extends beyond the nursery as children visit the local parks and gardens where they experience new physical challenges.

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Children's welfare and well-being Strong standard

Children are developing a secure awareness of healthy lifestyles including diet and importance of following essential hygiene routines. This includes handwashing and brushing teeth. Children demonstrate elevated levels of independence and a growing mastery when using a range of tools to manage their personal independence, such as feeding themselves, cutting fruit and pouring water from jugs.

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Curriculum and teaching Strong standard

Leaders have designed an ambitious curriculum. Teaching is sequenced to ensure that children learn what they need first before moving onto more challenging information. For example, when children are learning about Autumn, younger children learn though their senses as they explore leaves, while older children learn about the parts of a leaf such as the stem and veins. Staff skilfully adapt their teaching for individual children, combining their knowledge of child development and what they know about each child. For instance, sensory activities are prepared in trays that support standing, helping children to develop important core strength and balance ahead of walking. Fun and engaging learning experiences draw children in to learning. Children explore dinosaur trays and make 'mud- cakes' in the kitchen.

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Curriculum and teaching Strong standard

Mathematical language and awareness is deeply embedded in teaching. Consequently, all children show confidence as they count across the day. For instance, they follow recipe quantities and serve themselves the correct and manageable portion size for snack. Visual aids are used to ensure learning is accessible to children who have not yet developed spoken language. Staff commitment to supporting communication and language is unwavering. Children show a genuine love of books from the earliest age. Staff engage children in discussions about what they see and use new and interesting vocabulary. Children regularly and enthusiastically share books with their friends and with adults.

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Inclusion Strong standard

Early identification is a key element of the nursery's work. The highly positive relationships with children and families supports essential early help. Experienced and knowledgeable staff work with parents and external professionals to ensure children receive the timely support needed to make progress from their starting points. Partnership working with parents is a strength of this nursery. Open and sensitive discussions support decision- making at an early stage, including where children may be at risk of harm. For children with special educational needs and/or disabilities (SEND), regular reviews and information sharing promotes open communication and a shared approach. Parents are active participants in children's learning both at the setting and at home. Leaders use available funding to strengthen support for children who may be at risk of falling behind. They use their knowledge of families to provide enhanced support in ways that will have the greatest

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Inclusion Strong standard

Leaders are highly ambitious for all children and actively reduce any barriers to learning though the tailored plans implemented for individual children. Rigorous monitoring by leaders ensures gaps are closing and children are extremely well prepared for the next stage in their education. Parents of children with SEND say that their children have gained rapid progress as a result of the early support they receive and will start school in a much stronger position.

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Leadership and governance Strong standard

Since the last inspection, leaders have made significant improvements. Leaders and staff are highly reflective of their journey and have developed their confidence and self-belief. Leaders instil a culture of continuous improvement, working closely with other professionals to evaluate the impact of their curriculum and drive improvements. Parents are extremely supportive of the nursery's work and share very positive views.

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Leadership and governance Strong standard

Training and development opportunities enable staff to reflect on their practice. Ongoing observations by leaders further support training. This ensures that all staff develop their knowledge and can apply this to making strong contributions to their practice. Frequent discussions about the quality of teaching, supported by quality training further enhances the already excellent quality of teaching. This has a significant impact and difference to all children's education and care.

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Leadership and governance Strong standard

Leaders are relentless in their pursuit of excellence and set high expectations for staff. That said, staff are supported well to manage their workloads and reduce and burdens. This is reflected in the long-serving team who work closely to achieve the shared aim of providing the best outcomes for all children. Highly effective and reflective leadership ensures that children's welfare and safety are prioritised. Leaders invest wholeheartedly into giving all, including those with special educational needs and/or disabilities the start in life that they rightfully deserve.

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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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Voluntary Childcare Register requirements

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

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Register

When we check if settings meet the Voluntary 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 radiate happiness and joy as they engage in carefully curated learning experiences. Staff draw on their expert knowledge of children's starting points to create captivating activities that spark curiosity and engagement. Staff are skilled at adapting their teaching with a primary focus on what children can do and what they need to learn next. The curriculum is thoughtfully constructed to offer sequence and progression across all ages. The curriculum offers a slow and unhurried approach tailored to the individual children. This supports all children, but especially children with special educational needs and/or disabilities (SEND), or those who are achieving beyond expectations to make the progress they are capable of. Learning becomes deeply embedded because carefully planned environments support children to revisit new skills through practice and refinement.

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

Leaders foster established and meaningful partnerships with all families. Parents are fully welcomed into the experiences that children have. Leaders involve them in all aspects of their children's learning, including sharing learning plans in advance. This enables parents to discuss the topics in advance and support children with their learning at home. This is of particular benefit for children with SEND, or children who have limited speech and language to engage fully in all learning opportunities. Leaders engage with parents in a way that encourages regular attendance. They actively promote the benefits of high-quality teaching and learning through their partnership working.

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

Children learn about the diverse world they live in. Regular events with parents introduce children to a range of experiences that are meaningful to them. Children learn how to make Indian food, learn traditional Italian songs and learn about celebrations such as Diwali. Staff warmly greet children as they arrive with relevant greetings, such as 'buenos dais'. Children demonstrate wonderfully warm and secure attachments and a strong sense of belonging with staff at this setting.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning.

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About this inspection

The inspector spoke with leaders, practitioners and parents during the inspection.

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About this 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.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

67 Perry Street Billericay Essex CM12 0NA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Oakdin Montessori Kindergarten Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

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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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