Little Learners Montessori Ltd

Little Learners Montessori Ltd

Address: 58-60 Merton Road, Watford, WD18 0WY Unique reference number (URN): 2626878

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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, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Expected standard

Leaders and staff have created an inclusive culture in which staff know their apprentices’ needs and support them to engage effectively in their studies.

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Inclusion Expected standard

At the start of the apprenticeship staff identify promptly apprentices’ specific learning needs, including temporary barriers to learning such as medical issues. Coaches discuss suitable adaptations which apprentices might need, for example extended deadlines.

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Inclusion Expected standard

Coaches and apprentices discuss monthly the impact of the support which apprentices receive. Coaches record the support activities undertaken as well as any adjustments they make.

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Inclusion Expected standard

In staff meetings, coaches have suitable opportunities to discuss the quality and impact of apprentices’ support plans. This includes reviewing cases where coaches reduce support. Apprentices with specific learning needs achieve their qualifications as well as their peers.

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Inclusion Expected standard

Leaders have provided coaches with useful training on how to help apprentices with barriers to learning. A few staff have received training on teaching apprentices with specific learning difficulties and disabilities such as dyslexia and dyscalculia.

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Inclusion Expected standard

Coaches work closely with employers to make sure they meet apprentices’ specific needs in the workplace.

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Inclusion Expected standard

Leaders do not systematically analyse information about the groups of apprentices who have wider barriers to learning in order to identify trends in the progress these apprentices make.

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Leadership and governance Expected standard

Leaders and governors have a clear strategy and vison for developing early years apprenticeships. They meet highly effectively the need to provide a skilled early years workforce in a sector where there are skills shortages.

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Leadership and governance Expected standard

Leaders and governors have appropriate oversight of their strengths and areas for development. Where there are dips in apprentices’ achievement, leaders have carefully analysed the reasons and put in place suitable strategies to resolve the issues. Leaders meet weekly with coaches to check apprentices’ progress, identify apprentices at risk and develop action plans for those falling behind.

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Leadership and governance Expected standard

Leaders have access to management information that is broadly accurate and helps them monitor quality. They share this with governors at termly meetings. Governors provide effective support to leaders and challenge them to make improvements. In a few instances, leaders do not provide timely information to governors. This means that governors do not have an opportunity to scrutinise information early in the year so that they can help to rectify any declines, such as the number of apprentices who leave their programme early. Leaders do not ensure governors have a consistently detailed understanding of the quality of apprenticeships.

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Leadership and governance Expected standard

Leaders provide highly relevant professional learning which helps coaches develop significantly their knowledge of the early years curriculum. Coaches study accredited qualifications that prepare them effectively to teach Montessori principles in early years education.

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Leadership and governance Expected standard

Leaders have developed a culture where staff feel valued. Through regular meetings, leaders make sure that staff’s workload is manageable and their wellbeing is carefully considered.

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Curriculum and teaching Strong standard

Leaders have planned a highly ambitious, well-sequenced curriculum for apprentices seeking to develop their careers in the early years sector. Leaders have recently reviewed the curriculum to make sure that the topics taught consistently meet apprentices’ and employers’ needs very well. Apprentices have valuable additional opportunities to study the diploma to become a Montessori teacher.

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Curriculum and teaching Strong standard

Leaders have developed high quality self-study resources that help apprentices gain significant skills for learning independently.

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Curriculum and teaching Strong standard

In learning sessions, coaches expertly connect new topics to apprentices’ existing knowledge. Coaches give apprentices clear instructions on what will be covered at the next session. Apprentices use their time in between sessions to study the next topic. Apprentices rapidly apply new knowledge at work and retain securely the information that coaches teach. For example, apprentices understand the importance of play in developing children’s social behaviour and motor skills.

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Curriculum and teaching Strong standard

Teachers skilfully use questioning techniques to check and identify apprentices’ gaps in knowledge. They use their expertise effectively to develop apprentices' fluent use of early years and child development vocabulary.

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Curriculum and teaching Strong standard

Coaches give apprentices helpful feedback. This includes suggestions for achieving higher grades, such as adding more detail in their reflections about how to adapt activities to further

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Expected standard

Coaches plan apprentices’ on and off-the-job learning highly effectively. They work closely with employers to include content that reflects current workplace practices and theories. Coaches involve employers in apprentice’s learning and development, such as by supporting apprentices to gain a deeper understanding of the early years statutory framework.

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Achievement Expected standard

Apprentices develop substantial new knowledge and skills from their starting points, which they apply effectively at work. Apprentices learn about the importance of health and safety procedures in a nursery setting, such as legal staffing ratios.

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Achievement Expected standard

Apprentices produce work at a level required for the apprenticeship standard. Apprentices use effectively examples from their daily experiences in their assignments. They create newsletters which describe how to look after babies with additional needs such as those who wear hearing aids.

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Achievement Expected standard

In a few cases, coaches do not correct errors with apprentices’ spelling, punctuation and grammar. Where this happens, apprentices do not improve their written English skills.

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Achievement Expected standard

Most apprentices who remain on their programme achieve high grades in their final assessment. Apprentices who need to achieve level 2 English and mathematics qualifications largely pass the examination at their first attempt.

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Achievement Expected standard

Most apprentices are well prepared for their next steps. Many gain promotion at work.

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Participation and development Expected standard

Apprentices feel safe in their workplace. They work and learn in respectful environments free from bullying and harassment. Coaches ensure that apprentices have an in-depth understanding of how to recognise the signs of radicalisation. They know how to keep themselves and others safe, and how to report concerns.

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Participation and development Expected standard

Leaders set high standards for apprentices’ behaviour and attendance. When apprentices miss sessions, coaches arrange meetings to help them to catch up.

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Participation and development Expected standard

Coaches teach apprentices about making healthy eating choices. Apprentices study the significance of nutrition as part of their childcare studies. Apprentices improve their understanding of their own nutritional needs.

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Participation and development Expected standard

Coaches ensure that young apprentices have a good understanding of healthy relationships. They learn about personal boundaries and the meaning of consent. They also understand the importance of taking others’ opinions into consideration. Apprentices have useful opportunities to take part in community activities such as volunteering in their local Girlguiding association.

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Participation and development Expected standard

Apprentices receive useful training in seeking and gaining employment. Apprentices create a professional development plan at the start of their apprenticeship which they review regularly with coaches. In a minority of instances, young apprentices do not know about the wider career pathways available to them in the future.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices highly appreciate the supportive and caring culture which leaders have created. Apprentices value the guidance they receive from their coaches and their nursery managers. Apprentices make effective progress in their apprenticeship.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices benefit from access to a wide variety of online resources and materials to support their studies, such as video clips and research articles. This helps them to organise their study time at a time that suits them.

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What it's like to be a learner and/or an apprentice at this provider

Coaches support effectively apprentices with special educational needs and/or disabilities (SEND) so that they learn and remember what they have been taught. Coaches adapt how they teach topics by breaking down large amounts of text into smaller chunks. Coaches consistently repeat and recap information in one-to-one sessions to reinforce topics which apprentices previously learned.

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What it's like to be a learner and/or an apprentice at this provider

Coaches arrange learning sessions at a time that suit apprentices with specific medical needs. Apprentices with SEND and other barriers to learning make progress and achieve their qualifications in line with their peers.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices develop a thorough understanding of promoting equality and diversity among the children they work with. They organise activities in the nursery to celebrate a range of religious festivals and bring in food from different cultures. Apprentices apply effectively their knowledge of British values such as respecting each other. They make sure that all children have a say during circle time.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices learn significant new skills to meet the needs of children with SEND. For example, they expertly use visual aids to help children who do not speak to communicate.

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What it's like to be a learner and/or an apprentice at this provider

Most apprentices are ambitious to succeed and progress in their careers. They develop the confidence and resilience to move on to the next step in learning. They take the opportunity to complete additional training such as paediatric first aid and budget management to help them achieve their goal of becoming nursery managers.

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Next steps

• Leaders should improve the quality and timeliness of management information they and governors use to help them gain a more detailed insight into their strengths and areas of improvement, including for apprentices who face other barriers to their learning or wellbeing. • Leaders should ensure that coaches help apprentices to produce written work of a consistently high standard to enable them to progress to higher levels of learning. • Leaders should broaden the opportunities for careers advice and guidance available to young apprentices so that they know about the wider range of career pathways open to them.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspection activities: Inspectors spoke with apprentices, employers, leaders and managers, teaching staff and governors during the inspection.

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About this inspection

Little Learners Montessori Limited (trading as Montessori Apprenticeship Academy) is a national apprenticeship provider based in Watford, Hertfordshire. Since the previous inspection the provider changed their status from employer provider to become an independent learning provider. They now offer apprenticeships across England. Most apprentices live in London and Hertfordshire.

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About this inspection

At the time of the inspection there were 138 apprentices studying apprenticeship standards in early years at levels 2, 3 and 5. Of those 121 apprentices were studying the level 3 early years educator standard.

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About this inspection

Around a third of apprentices were working towards achieving level 2 mathematics and/or English.

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About this inspection

Twenty apprentices were under the age of 19.

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About this inspection

Teaching takes place mainly online alongside face-to-face visits in the workplace.

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Team inspectors:

Penny Fawcus, His Majesty's Inspector Claire Griffin, Ofsted Inspector Eileen O'Gara, Ofsted Inspector Ravinder Jhite, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The provider 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 provider 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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