Acorn Montessori School

Acorn Montessori School

Unique reference number (URN): 107974 Address: Gerrards Cross Youth Centre, East Common, Gerrards Cross, Buckinghamshire, SL9 7AD Type: Childcare on non-domestic premises Registered with Ofsted: 01/01/1994 Registers: EYR, CCR, VCR Registered person: Dowman, Juliet Maria

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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 consistently well across the carefully sequenced curriculum delivered through effective teaching. From the earliest stages, communication and language are prioritised, with children confidently using ambitious vocabulary throughout their day. Children build strong relationships with peers and mirror positive language in their interactions, strengthening these relationships. For example, children work together to complete a puzzle and give each other praise and encouragement along the way.

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Achievement Strong standard

Physical development improves continuously through a well-planned programme that builds on what children already know and can do. Children recognise letters and delight in making connections, such as spotting letters in their own names. They explore numbers with confidence, understanding that each has value and meaning. These experiences help children develop secure knowledge and skills needed for later success.

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Achievement Strong standard

Children who speak English as an additional language are supported to develop their communication skills through the use of familiar words and songs from home languages. This inclusive approach enables all children, including those who are disadvantaged or have special educational needs and/or disabilities, to make rapid progress. Across all areas of learning, children develop independence, confidence and resilience. As a result, children are well prepared for their next stage of learning, entering school with secure knowledge, skills and a positive attitude to learning.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are promoted consistently through thoughtful care practices and a culture that values every child's uniqueness. Staff create secure and responsive relationships with children that ensure individual needs are met, with disadvantaged children, those with special educational needs and disabilities, and those known to social care receiving specific support that enables them to thrive.

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Children's welfare and wellbeing Strong standard

Leaders enrich children's experiences by embedding opportunities that broaden their opportunities and strengthen their sense of belonging. Weekly computer lessons help children develop digital awareness and understand how to stay safe online. 'French Fridays' introduce language and culture in a playful way, supporting communication and confidence. Parents and the wider community are actively involved. For example, families who celebrate the 4th of July share food and symbols of America, turning cultural traditions into meaningful learning points. Similarly, parents who are firefighters bring their fire engine to the setting, giving children hands-on experiences when exploring the topic of 'People Who Help Us'.

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Children's welfare and wellbeing Strong standard

Information-sharing with parents is consistent and effective, ensuring families feel valued and informed about their child's progress and wellbeing. Children are supported to recognise and manage their emotions, develop healthy routines and understand personal safety. As a result, they flourish in an inclusive environment that prioritises kindness, health and emotional security.

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Curriculum and teaching Strong standard

Leaders have designed a curriculum that is ambitious, creative and highly responsive to children's needs. Staff put their heart and soul into teaching, creating original songs that connect learning to children's interests. For example, during the nativity, songs were written to link the story to children's prior knowledge, making learning joyful, memorable and purposeful. Leaders have developed a bespoke phonics programme that is carefully sequenced, building secure foundations in early reading.

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Curriculum and teaching Strong standard

Communication and language are prioritised through language-rich interactions. Staff model ambitious vocabulary and give children time to practise and embed new words. Children who speak English as an additional language receive tailored support. Staff learn key words, phrases and songs in children's home languages so that children feel valued and confident while strengthening their ability to communicate effectively. Mathematics is explicitly woven throughout the day, with inspiring practitioners taking every opportunity to incorporate mathematical language and concepts into every activity. As a result, children are aware that number has value. For instance, they see the number 14 and state, 'That's my birthday!'

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Curriculum and teaching Strong standard

Practitioners quickly identify any gaps in learning, using assessment to adapt teaching to individual needs. Where needed, leaders seek support from external agencies to provide specialist input, reducing barriers to learning. Staff make reasonable adjustments so all children can participate fully, including those who are disadvantaged or have special educational needs and/or disabilities. Due to the supportive leaders with inspiring vision, and the implementation from a caring, supportive staffing team, the curriculum is broad, balanced and sequenced to give every child the knowledge and skills they need for future learning and wellbeing.

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Inclusion Strong standard

Leaders have established a strong culture of inclusion where every child's needs are recognised, valued and acted upon. From the earliest stages, staff identify and support children's starting points with care and precision, ensuring that those with special educational needs and/or disabilities, disadvantaged children, and those known to social care receive tailored support. Children benefit from a graduated approach, receiving the right level of support at the right time. Leaders and staff work closely with families and external professionals, using ongoing observation to make thoughtful adaptations, such as

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Expected standard

specific equipment or adjustments to routines, reducing barriers to participation and promoting wellbeing.

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Expected standard

Additional funding is used strategically, supporting individuals while benefiting groups where possible. For example, leaders purchase equipment to aid children with physical challenges or introduce props during circle time to maintain engagement for all. The setting operates on a 1-to-4 ratio, with 1-to-1 support available when needed. Leaders monitor the impact of funding carefully, reviewing outcomes to ensure resources make a measurable difference.

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Expected standard

Leaders have created strong partnerships with families, valuing their input and cultures, ensuring they are active participants in shaping support. Progress is tracked rigorously, and adjustments are refined to sustain improvement. As a result, children feel included, achieve well and thrive in a community that celebrates their uniqueness.

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Leadership and governance Strong standard

Leaders demonstrate a strong commitment to meeting the statutory requirements of the early years foundation stage and to improving the lives of all children. They have a clear understanding of the setting's strengths and act decisively to address areas identified for improvement. Leaders take a systematic approach to ongoing development, reviewing the setting regularly and seeking ways to enhance practice and provision. Decisions are consistently made in the best interests of children, particularly those who are disadvantaged, have special educational needs and/or disabilities, are known to social care, or face other barriers to learning and wellbeing.

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Leadership and governance Strong standard

Professional development for all staff is prioritised. Staff benefit from high-quality training that enhances their practice and supports effective curriculum delivery. After training sessions, staff share their learning with colleagues, supporting consistent implementation. Leaders are mindful of staff workload and wellbeing, making thoughtful adjustments that sustain morale and enable practitioners to focus on children's care and education.

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Leadership and governance Strong standard

Partnerships with families and external agencies are strong, ensuring children receive coordinated support that reduces barriers and promotes inclusion. Information is shared effectively, and parents feel valued as partners in their child's learning journey. Leadership stability supports strong staff retention and consistency for children. As a result, children thrive in a setting where high-quality education and care support them to achieve their individual potential.

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Behaviour, attitudes and establishing routines Expected standard

Children thrive in a setting where behaviour, attitudes and routines are typically promoted very well. Leaders have established a positive environment built on kindness, care and respect, and children respond confidently to the clear expectations in place. Staff relationships with children are warm and supportive, enabling them to collaborate, share and build positive friendships. Routines are set out for children and typically followed, providing children with a strong sense of security and structure. However, on occasions, staff do not consistently apply agreed routines and boundaries, which can limit children's secure understanding of expectations.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote attendance and punctuality. They work closely with families, reinforcing expectations and offering support where barriers arise, ensuring disadvantaged children, those with special educational needs and/or disabilities, and those known to social care are supported to maintain routines. Staff adapt approaches thoughtfully to meet children's age, stage of development and individual needs, ensuring all children flourish. As a result, children demonstrate positive attitudes to learning, confidence in their environment, and a strong sense of belonging.

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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 are warmly and enthusiastically welcomed into this nurturing setting. Their day starts with a clear purpose and full of opportunities for every child to develop and grow. Children happily come into the setting with big smiles and demonstrate feeling safe, secure and ready to learn. Staff prioritise children's safety, ensuring that they are cared for with warmth and vigilance. Children move confidently through their day, knowing that adults are attentive to their needs and quick to respond when they need reassurance or guidance. This strong culture of care allows children to thrive emotionally and socially.

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

Children create and maintain positive friendships, playing collaboratively together and cooperating with one another. Children are encouraged to share, take turns and resolve small disagreements with support, which builds resilience and empathy. Staff model respectful communication, and children mirror this in their play. Children with special educational needs and/or disabilities who face barriers to learning are considered in every aspect of the curriculum, with tailored support that helps them participate alongside their peers. Families are welcomed into the setting, and their contributions and cultures are valued, reinforcing a sense of belonging for every child.

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

Learning is seamlessly integrated, joyful and engaging. Children show curiosity and delight in exploring activities that match their interests and developmental stage. Staff take all reasonable measures to reduce any barriers to learning, and, as a result, all children make progress from their starting points. Leaders place a priority on developing independence, respect, courtesy and helping each other through offering broad learning experiences, freedom to choose within the environment, and every child achieving their individual potential. This builds children's confidence and age-appropriate skills. Children are achieving, have a sense of belonging, and thrive in this supportive setting. They are well prepared for their next steps, continuously building upon their knowledge and readiness for life beyond the early years.

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Next steps

Leaders should ensure that all staff consistently implement agreed rules and routines so that children have a clear and secure understanding of expectations at all times.

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Address:

Gerrards Cross Youth Centre East Common Gerrards Cross Buckinghamshire SL9 7AD

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:15 - 15:15

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About this inspection

The inspector spoke with the designated safeguarding lead, special educational needs coordinator, managers, staff, parents and children 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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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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