Patchwork Montessori Nursery

Patchwork Montessori Nursery

Unique reference number (URN): EY461549 Address: Lowerbrook Academy, The Fairway, Maidenhead, SL6 3AR Type: Childcare on non-domestic premises Registered with Ofsted: 14/05/2013 Registers: EYR, CCR Registered person: Patchwork Nursery 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 achieve well. Leaders are heavily present across the setting and have high expectations for staff's interactions with children. Staff model ambitious vocabulary and support children in improving their own speaking skills. For instance, staff listen intently to what young children say and then repeat this back to them in a more cohesive and structured sentence. This modelled approach supports children in developing their speaking skills effectively. Staff play alongside and with children. They skilfully ask questions and challenge children further throughout the day. For instance, when children say that they are drawing circles on the pavement outside, staff state that it looks like a zero. Children then delight in practising their counting and number formation skills as part of their play.

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Achievement Strong standard

Leaders and staff regularly assess what the children can already do and plan what they want them to learn next. This is accurately planned according to each child's age- appropriate learning, any barriers to learning, including special educational needs and/or disabilities, and considers children's likes and interest. This information is shared with parents, along with suggestions of how to best to support their child in reaching these milestones. Subsequently, children are consistently ready for their next stage of learning and eventually starting school.

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Behaviour, attitudes and establishing routines Strong standard

Children behave exceptionally well at the nursery. Leaders and staff act as excellent role models and consistently have high expectations of children's behaviour and attitudes. Staff across all rooms foster a sense of calm, while also igniting children's awe, wonder and curiosity. Children adore exploring and playing in the mud kitchen. They use the resources with care and respect, happily sharing with their peers as they have been taught to do. Outside, the older children have lots of room to explore and play. They know not to run in certain areas to keep themselves and friends safe. Staff teach toddlers to play a little more quietly if their friends are sleeping and to not disturb them.

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Behaviour, attitudes and establishing routines Strong standard

Staff have excellent relationships with the children. Clear and warm bonds are evident across the setting. Children are confident to ask for help if needed and frequently go to their key person for a cuddle or reassurance. Staff promote children's collaboration skills well. Staff skilfully narrate to children from a very young age how they are playing with the same resources, or that they are smiling at each other, praising them enthusiastically throughout. Older children are challenged to problem-solve together by making bricks balance in a tall tower. Consequently, children are incredibly polite, well mannered and respectful and they are learning how to get along well with those around them.

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Behaviour, attitudes and establishing routines Strong standard

Leaders place a high regard on children's attendance and punctuality. They ensure that children are in the setting when due to be present, unless previously discussed and agreed with parents for valid reasons.

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Children's welfare and wellbeing Strong standard

Leaders and staff form secure relationships with children from when they start and are highly responsive to individual children's needs. The key-person system is effective in establishing attachments and positive relationships with children where staff know each child in their care exceptionally well. The nursery is safe and incredibly welcoming. Children throughout the setting are seen smiling and fully engaged and enthralled in the activities that staff have planned for them. Children clearly thrive and very much enjoy their time at nursery.

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Children's welfare and wellbeing Strong standard

Babies' weaning, feeding, sleeping and hygiene needs are met through well-structured routines and highly attentive staff. Staff support children to learn independence skills when appropriate, such as putting on their own coats, pouring their own drinks and how to manage their personal risks and safety.

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Children's welfare and wellbeing Strong standard

Leaders and staff want the children to be confident, self-assured and able to manage their feelings. They support children who may find something a struggle to have further attempts, and provide lots of praise for doing so. They also acknowledge when children might be feeling cross or upset. They explore and narrate them through these situations to help them understand their emotions and manage them appropriately.

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Curriculum and teaching Strong standard

Leaders have a clear vision for the quality curriculum that they plan with staff. The carefully sequenced plan ensures that transitions between the rooms at the nursery run smoothly without hindering children's sense of belonging. Each room ensures that there is a priority on the prime areas of learning, but also provides a wealth of opportunities where children are exposed to all seven areas of the early years foundation stage curriculum. For example, mathematical development is an area of strength. Babies listen to counting rhymes and move their bodies to the rhythms. Toddlers sort and colour match toys and resources. Children in the 'Reception' rooms count items and begin to write the corresponding numbers. All children, including those with possible barriers to learning, consistently build on what they know and can do. They make positive rates of progress from their starting points across the nursery setting.

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Curriculum and teaching Strong standard

Leaders have worked hard to develop children's communication and language skills. Specific training and focused work in each room has resulted in staff being highly effective in their teaching of this area. In each room, quality texts are shared with children. Babies delight in lifting flaps and seeing themselves in mirrored books, while older children are

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Expected standard

beginning to join in with repeated words and phrases from known stories. Some children even begin to act these out during play.

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Leadership and governance Strong standard

Leaders have high standards of professionalism across the setting. All staff act with integrity, working together as a harmonious team. Leaders are dedicated to consistently providing high-quality care and education for all children at the setting. They are reflective in their approach and frequently discuss current areas for improvement and future aspirations for the setting as a staff team. Leaders identify and share current objectives to ensure improvements. They support staff through various training opportunities to reach these objectives. Leaders ensure that the impact of these changes are measured, with the children's benefits remaining at the heart of all they do. Staff feel highly valued and supported and very much enjoy working in this close team of practitioners.

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Leadership and governance Strong standard

Partnerships with parents are strong. Parents speak incredibly highly of the leaders, staff and setting as a whole. They appreciate the frequent communications and updates on their child's wellbeing and progress and feel that their children are being very well prepared for their next steps in education.

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Leadership and governance Strong standard

A recent focus on developing children's communication and language skills across the setting has had a significant impact on the interactions between staff and children. Leaders have equipped staff with the necessary knowledge and skills to support children from a very young age to learn and understand new words and foster a love for language, books and rhymes. Leaders are dedicated to ensuring that all children have equal access to the setting's provision, including those with special educational needs and/or disabilities.

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Inclusion Expected standard

Children with possible barriers to learning, including those with special educational needs and/or disabilities, are typically identified by the leaders and staff. Staff work closely with parents to put effective plans and measures in place. This helps to support children to obtain equal access to the nursery's provision and make equally good rates of progress, overall. Leaders have worked with staff to support them in providing support plans for individual children who experience barriers to their learning and help staff to reflect on the effectiveness of these strategies over time. Leaders and staff are beginning to work with other professionals, such as speech and language therapists, to ensure that the most appropriate interventions are in place for each child when appropriate. Although staff access a wealth of training and are highly attentive in addressing the needs of children in the nursery, leaders should support staff to develop even more confidence in recognising where

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Inclusion Expected standard

children require more help and share this with parents to overcome any possible barriers to learning.

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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 are happy, well settled and very much enjoy their time at the nursery. Staff are warm and welcoming and get to know the children exceptionally well. Children arrive incredibly happy and part from parents with ease. Leaders plan a varied and ambitious curriculum that is well sequenced across the rooms to promote children's continuous progress. The starting points of each child are gathered when children embark on their time at the setting. Staff skilfully build on these well over time. Children demonstrate extremely high levels of engagement and enjoyment in their learning. For instance, babies delight in sensory play with feathers, where staff tickle their hands and faces while narrating what they are doing. This builds firm relationships between staff and babies, and supports the youngest children in gaining an understanding of new words. Children with special educational needs and/or disabilities receive a targeted approach to their barriers to

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

learning. Staff regularly reflect on the effectiveness of these approaches to help ensure that all children make at least good rates of progress.

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

Children have a real sense of belonging at the nursery, where staff prioritise their wellbeing. Children behave exceptionally well. They consistently treat each other, staff and the nursery with respect and kindness. Children play harmoniously inside and out. They happily share resources and take turns with equipment, such as pipettes in chalk and water during a colour-mixing activity. The key-person system is highly effective. Staff work closely with parents to support a cohesive approach to ensuring children's progress. This further supports children's sense of belonging and enables them to thrive at the setting.

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Address:

Lowerbrook Academy The Fairway Maidenhead SL6 3AR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Patchwork Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Next steps

Strengthen confidence to identify where children may require additional support and work more consistently with other professionals to ensure that all children maximise their potential.

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About this inspection

The inspector spoke with the leaders during the inspection. We carried out this inspection under section 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 year foundation stage.

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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 standard 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 standard 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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