Bletchley Montessori Day Nursery

and Preschool

Unique reference number (URN): EY553978 Address: Windermere Drive, Milton Keynes, MK2 3DD Type: Childcare on non-domestic premises Registered with Ofsted: 06/11/2017 Registers: EYR, CCR Registered person: Purple Hands 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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Inclusion Strong standard

Leaders and staff plan and resource a wide range of learning experiences. These are targeted to ensure that all children, particularly those with special educational needs and/or disabilities, can access the curriculum. Staff adapt their teaching and the provision to remove barriers for children. Consequently, children have access to interesting and exciting experiences that they readily engage in. Any early gaps in children's learning are identified swiftly by staff. This prompt response ensures children receive the effective support they require. Consequently, children make secure progress.

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Inclusion Strong standard

Leaders work collaboratively with external agencies and parents to review and assess how well children are developing. They share children's progress and areas of need well, seeking support and guidance as required. Leaders play a vital role in working in collaboration with children, families, external agencies and staff to ensure children's needs are addressed. They support staff by providing effective training and coaching to them. This helps staff to develop the skills and knowledge they require. Leaders use funding effectively to ensure the most disadvantaged children have access to the wide and varied curriculum.

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Achievement Expected standard

Children develop skills and knowledge across the 7 areas of the early years foundation stage. Consequently, children are ready for the next stage of their learning, which includes school. Children show pride in their work and achievements. They develop their personal, social and emotional skills well, as they have built positive and lasting relationships with their peers and staff. Children learn how to share and take turns. They are confident communicators. For instance, they share their ideas and thoughts with others as they play. All children, including those with special educational needs and/or disabilities, have the input they need to make secure progress. Parents comment positively on the progress their children make during their time at the setting. Children develop early literacy skills as they engage and predict what happens next in their favourite book. Additionally, they enjoy exploring their physical and listening skills as they join in with a music session, playing a

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Achievement Expected standard

range of instruments. Children learn to copy a rhythm and be creative in the sounds they make.

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Behaviour, attitudes and establishing routines Expected standard

Staff have high expectations of children's behaviour and attitudes. They establish good routines that help children to know what happens now and next. For instance, children know when it is tidy-up time or when it is time to wash hands before meals. Children manage some self-care tasks, like getting their coats on ready for outdoor play. Staff support children in building their independence by giving time for children to try and problem solve to successfully manage putting their coats on.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and show care towards their friends. Staff support them to manage minor conflict. For instance, they talk with children about how to take turns and share. This helps children to learn how to play cooperatively together. Staff model this very well. Leaders promote the importance of regular attendance with parents. This helps children to develop positive attitudes towards their education and routines.

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Children's welfare and wellbeing Expected standard

Staff focus on developing strong bonds and relationships with children. Consequently, this builds on children's confidence and sense of belonging. Children develop their independence skills as they explore and access the range of activities and resources available to them. They are confident in making choices. Children have many opportunities to develop their physical skills. Young babies learn to balance as they take tentative steps. Staff are close by to offer a helping hand. Older children master fine motor skills using a range of one-handed tools, creating pictures. Staff encourage and support gross motor skills as they help children as they climb, jump, run and balance on large apparatus.

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Children's welfare and wellbeing Expected standard

There are consistent hygiene routines that support the health and wellbeing of children. These routines and practice teach children the importance of handwashing before and after meals. Additionally, staff support children to learn the importance of oral health. For instance, all children brush their teeth after lunch. Staff know the dietary needs of all children and ensure that suitable nutritious meals are provided with alternatives available. Young babies have good routines set up to support their needs for sleep. Staff show care and nurture as they support children to rest. They check on children to ensure they are kept safe while they sleep.

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Curriculum and teaching Expected standard

Leaders and staff have a clear vision of what it is they want children to learn and know. They plan a curriculum that focuses on building children's knowledge and skills. They provide many opportunities and experiences that support all children in readiness for the next steps in learning. There is a clear emphasis on developing communication and language skills. Children particularly enjoy songs and music as well as sharing stories. They take part in the telling of familiar stories, using puppets to bring the story to life. However, there are some minor gaps in staff's teaching and this impacts on children's focus and engagement for short periods of time. Leaders are starting to become aware of this.

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Curriculum and teaching Expected standard

Children develop their personal, social and emotional development through positive and strong relationships with their key person. They have many opportunities to develop their physical skills as they navigate large apparatus and learn to walk, climb, balance and run in the garden. Children develop fine motor skills as they manipulate dough and communicate confidently with staff and their peers, discussing their play and what they want to make with dough. Staff use their knowledge of the children to weave in mathematical learning through meaningful and purposeful interactions. Children learn about size, shape, colour and number as they explore dough and make a range of imaginative models.

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Leadership and governance Expected standard

Leaders pride themselves in being present and available to support staff wellbeing and provide the coaching and training staff need to be successful in their roles. Leaders have a mentoring programme, which promotes staff's professional development and practice. All staff have a point of contact for support and staff wellbeing is of paramount importance. This means staff can focus and engage with children to support their learning and development. However, on occasion leaders initiate routines to redirect children and this can affect how well staff implement the curriculum. Leaders have started to recognise this and are working with staff to identify appropriate times to engage with the routines.

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Leadership and governance Expected standard

Staff feel valued and well supported in their roles. They comment positively on the approach of leaders in ensuring staff have the mentoring and guidance they need to understand their roles. Leaders are seen to be active and engaged in supporting staff and children.

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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

Leaders and staff plan an ambitious curriculum to support the individual learning needs of children. They know the children well. Staff use effective observations and assessments to identify gaps in children's learning and are prompt in developing targeted plans to help all children, including those with special educational needs and/or disabilities. Staff identify current learning, next steps and assess progress effectively. This builds on what children know and can do and their current interests.

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

Children are happy and confident at the setting. They form strong bonds with staff who care for them. For instance, children enjoy cuddles and care from their key person. Children seek to engage staff in their learning. They develop their social and emotional skills well. Children learn about sharing and turn-taking with the support and guidance from staff. They engage at chosen activities and focus for periods of time. Children particularly enjoy exploring sensory activities, where they develop their fine motor skills and communication and language. They manipulate a range of resources and talk about the texture, colours and movement of the resources they play with.

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

Leaders have a good oversight of the provision and have clear priorities for improvement. They develop positive and effective relationships with children, parents and external agencies to ensure all children receive the support they need to make consistent progress.

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Next steps

Leaders must improve the coaching and support to help staff consistently provide quality teaching for all children. Leaders should improve the organisation of routines so children's learning is not interrupted.

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About this inspection

The inspector spoke with the leaders, staff, those responsible for safeguarding and special educational needs, 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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About this inspection

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

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Address:

Type: Childcare on non-domestic premises

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Address:

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

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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 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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