The Village Montessori

The Village Montessori

Unique reference number (URN): EY348344 Address: Kingswood Halls, Kingswood Place, London, SE13 5BU Type: Childcare on non-domestic premises Registered with Ofsted: 10/05/2007 Registers: EYR, CCR, VCR Registered person: The Village Montessori 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

Staff know children well and work as a team to ensure children receive personalised learning to meet their individual milestones and are ready for their next steps in learning, including starting school.

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Achievement Strong standard

Staff consistently model language well through storytelling and role-play opportunities and through their high-quality, day-to-day interactions with children. Children enjoy the opportunities they have to act out the story of the nativity. They confidently recite and repeat lines and staff support them in understanding how to project their voices so they can be clearly heard by an audience

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Achievement Strong standard

Children with special educational needs and/or disabilities and children who face barriers to their learning are set high-quality, specific and measurable targets that are regularly reviewed. This ensures they achieve the best possible outcomes.

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Behaviour, attitudes and establishing routines Strong standard

Children fully understand the high behaviour expectations set by the staff at the setting. Staff support older children as they model appropriate social behaviours to younger children. They act swiftly when children are struggling to know how best to channel their play and effectively guide and support them appropriately into more positive outcomes.

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Behaviour, attitudes and establishing routines Strong standard

The setting is calm and harmonious, where children listen carefully to one another and attend to what adults say. Children effectively follow staff's instructions for tidying away books after reading and washing their plates and cups after snack time. Staff support children to play games together, agreeing on how the game will work, setting out rules and guidelines and supporting them to work as a team.

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Behaviour, attitudes and establishing routines Strong standard

Children are highly engaged and staff offer them appropriate levels of support to help them sustain their attention and stay focused on their tasks. Staff promote independence by allowing children opportunities to firstly try tasks on their own, then offer gentle guidance and further challenge as needed. Children demonstrate enjoyment and talk confidently and excitedly about their learning. The setting has built strong relationships with the families of the children who attend and, as a result, parents and carers fully understand the importance of their children attending regularly and being punctual.

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Children's welfare and wellbeing Strong standard

Children demonstrate they have secure relationships with all adults at the setting and seek comfort from staff at times when they need further support. Children are explicitly taught how to keep themselves safe. For example, when threading needles during a sewing activity and when retrieving an object that has been caught in a tree.

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Children's welfare and wellbeing Strong standard

The free-flow garden area provides children with all day opportunities for fresh air and exercise, and the planting opportunities teach children where their food comes from and how to care for nature.

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Children's welfare and wellbeing Strong standard

There are well-thought-out tailored routines in place that support children with self- regulation. Children make independent choices, supported by key staff around their own sleeping and eating. Children fully understand the importance of healthy eating and enjoy the wide variety of vegetables and fruits at snack time. This is a sociable occasion, where children excitedly talk about the different textures and tastes of a variety of vegetables, some of which include butternut squash, parsnips and sprouts.

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Children's welfare and wellbeing Strong standard

The setting fully understands children's welfare needs and has an incredibly positive relationships with their families. They ensure they keep up to date with ongoing changes to family dynamics and offer continued support for children's ever-changing needs.

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Curriculum and teaching Strong standard

Leaders have a clear understanding of the quality of the curriculum and are always striving for continuous improvement to enhance their already high-quality provision. Teaching is finely tuned to ensure it meets the needs of all children, including children who speak English as an additional language and those with special educational needs and/or disabilities.

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Curriculum and teaching Strong standard

The thorough assessment and monitoring in place ensures staff fully understand what children know and can do and can match their teaching precisely to children at their various ages and stages. Children show increasing confidence in tessellating shapes, counting using one-to-one correspondence and use the modelled language of 'more than' and 'less than' to add different segmented counting rods. Staff and children talk confidently about the progress they are making, their starting points, the journey they are on and their next steps in learning.

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Curriculum and teaching Strong standard

Staff instil a 'You can do it' attitude into children to support them to achieve in all areas of the curriculum. The problem-solving approach to learning allows children opportunities to successfully use a range of materials to create an obstacle course to practise their skills in climbing and balancing and to learn to manage their care needs themselves when they have a little tumble.

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Inclusion Strong standard

Staff's rigorous monitoring and ongoing observations and carefully sequenced curriculum enables them to quickly identify the emerging needs of all children in their care. Planning is expertly tailored to ensure specific targets are set from children's own individual starting points. Regular reviews ensure that all children achieve to their full potential within their own abilities and are offered challenge where appropriate.

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Inclusion Strong standard

Staff know children well and make evidence-led decisions when adapting the curriculum to meet the needs of individual children. They work closely with parents and carers to design health care plans and individual education plans and make effective use of external agencies to make timely referrals as needed.

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Inclusion Strong standard

Staff are given opportunities to engage in regular training to gain recognised inclusion qualifications, so they are fully up to date with the current strategies and practice. The setting regularly seeks advice from their local authority area special educational needs coordinator.

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Inclusion Strong standard

The setting is fully inclusive and uses heightened staff ratios to ensure all children are effectively supported. The setting is aware of funding that is available to them for eligible children and supports families to ensure children receive their full entitlements.

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Leadership and governance Strong standard

Leadership is a great strength of the setting. Decisions are strategic and heavily based around Early Years Pedagogy. The highly skilled staff team are offered daily mentoring and given an abundance of training opportunities to achieve recognised qualifications. Leaders have clear plans in place for future training and development of staff to ensure teaching is raised to an even higher level.

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Leadership and governance Strong standard

The setting fully understands the importance of partnership working to ensure all children achieve the best possible outcomes. Parents are kept fully up to date with what their children are learning and are given a range of ideas to help at home. Parents describe how the setting fully supports their children to be confident, happy and independent learners.

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Leadership and governance Strong standard

Leaders ensure that the wellbeing of staff is a priority and staff describe how happy they are working at the setting and that they feel valued and supported by leaders.

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Leadership and governance Strong standard

The setting seeks advice and support from the local authority and welcomes all children regardless of needs or background. Leaders work widely with other early years settings, offering support and sharing their skills and experience.

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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

Staff place great emphasis on the importance of forging strong and secure relationships with children and their families from the moment they start at the setting. Gradual settling in is tailored to children's individual needs and to the needs of their family. The experienced and highly skilled team quickly form strong attachments with children, offering them a nurturing environment that is filled with an ethos of respect, care and kindness for one another. Children are happy and show they feel safe and secure as they separate from their parents and carers.

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

Children show high levels of respect for each other because of the expert modelling and high expectations staff have of them. Children demonstrate they understand the importance

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Inspector:

Penny Harman of waiting, turn-taking and respecting each other's workspace and allowing their friends the time and space to complete activities of their own choosing. Children understand the importance of using their manners and use expressions, such as 'Please may I join?' and 'Can I please have some more?' when addressing staff and their friends. As a result of this, there is an atmosphere of harmony, and a fully embedded culture of mutual respect.

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Inspector:

Children talk confidently and with pleasure about the activities they are engaging with. They are excited to talk about why they have chosen the activity and how they have developed. They demonstrate a genuine pride in their own achievements.

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Inspector:

Staff plan a skill-based curriculum to support children's achievements in becoming independent and preparing them for future life. Children enjoy the challenges that staff offer them and thrive on the outcomes. For example, children show great pride in identifying which size and colour of wellington boots are theirs, changing into them and finally remembering to put their shoes safely away to change back into them later for indoor play.

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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 continue to focus on creating a transformational impact on the outcomes and experiences of children who speak English as an additional language, those with special educational needs and/ or disabilities and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspectors spoke with leaders, practitioners and the special educational needs coordinator 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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Address:

Kingswood Halls Kingswood Place London SE13 5BU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Village Montessori Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 16:00

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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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