Moortown Montessori Nursery

Moortown Montessori Nursery

Unique reference number (URN): 2815678 Address: 8 Shadwell Lane, Leeds, LS17 6DR Type: Childcare on non-domestic premises Registered with Ofsted: 27/11/2024 Registers: EYR Registered person: Moortown Montessori 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 make strong progress across all areas of learning. They are well equipped with the necessary skills and knowledge for their next stage of learning. This includes their readiness to move through the nursery rooms. Children develop the skills they need when they start school, for example putting on their own coats and tending to their own personal care needs, such as wiping their nose. Children enjoy practising a range of skills. For example, toddlers practise pouring from one cup to another. This helps them to independently access water in the next room.

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Achievement Strong standard

Staff have high expectations of what children can achieve. This includes for those children with special educational needs and/or disabilities and those who face other barriers to learning. Children who speak English as an additional language are well supported to develop strong communication skills. All children develop a wide range of language skills that help them to communicate with those around them. They become highly engaged in their learning and show curiosity about the world around them.

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Children's welfare and wellbeing Strong standard

Leaders and staff have created a warm and welcoming environment. Settling-in sessions are carefully planned to ensure they meet the needs of individual children. At times, this means additional sessions or adopting other strategies to help children feel settled. Staff get to know children during these settling-in sessions. For example, they know their favourite songs from home. This helps children to settle in quickly.

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Children's welfare and wellbeing Strong standard

Children are supported to recognise and manage their emotions. For example, when children find taking turns difficult and become frustrated, they are encouraged to take deep breaths. Hygiene practices are well understood by children. They confidently wash their hands after using the bathroom. Children also help themselves to tissues and know to put their rubbish in the bin.

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Children's welfare and wellbeing Strong standard

At mealtimes, children help themselves to the cutlery and crockery they need. This also helps children develop these skills for school. They then serve their own meals. Staff know the needs of younger children. They regularly meet with parents to ensure they are kept informed of any changes, for example changes to sleep patterns and progress with weaning.

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Curriculum and teaching Strong standard

Leaders have a detailed and perceptive view of the curriculum and teaching across the nursery. The curriculum is well designed to ensure it covers all areas of learning and builds on the knowledge and skills children already have. This is well sequenced as children progress through the nursery. There is a sharp focus on supporting children to develop a range of independence skills. Children are supported to access a range of resources depending on how and where they wish to learn. Staff carefully assess children at regular intervals to help them to identify their next steps in learning. Staff plan a range of high-quality activities based on these assessments. These are fun and exciting and encourage children to become deeply engaged in their learning.

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Curriculum and teaching Strong standard

Children's communication and language skills are well supported. Staff support children to develop a love of books and reading. Within play, staff develop children's language. They model new words to babies who are beginning to talk. Older children are provided with more challenge and are supported to problem-solve during play. They are guided by skilled staff to provide their peers with instructions of how to navigate a maze they have made.

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Inclusion Strong standard

Staff know children's individual needs very well. They work closely with parents when children first start, to identify their starting points. Staff complete ongoing and robust assessments on a regular basis. This helps them to quickly identify any concerns and gaps in children's knowledge. Additional support is swiftly put in place. This support is rigorously monitored by those with oversight, which helps to identify when external professionals are required to support further. Leaders work in partnership with parents at every stage of the process, including with additional funding applications. This ensures a collaborative and sensitive approach. They support and guide parents with referrals to external agencies and provide accurate advice and guidance about referral processes. This helps to reassure parents who may find the process daunting.

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Inclusion Strong standard

Skilled staff put in place a range of highly effective interventions for children who face barriers to their learning. For example, additional support is in place for children who require it during periods of transition or uncertainty. Leaders understand the range of funding which is available and how this can be used effectively for children it is intended for. Staff work closely with parents to identify the best approach based on children's specific needs. Staff receive tailored support and training to help them in their roles. This high-quality training helps staff to understand and apply the graduated approach.

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Leadership and governance Strong standard

Leaders have a clear overview of the setting. They are aware of the setting's strengths and areas which require development. For example, leaders identify that more work is required around establishing routines across the setting. Leaders have an exceptionally good understanding of the local area and the community in which they serve. Regular supervisions between staff and leaders help to identify any gaps in knowledge and skills. This allows them to put in place highly focused training and support. Staff feel highly valued in their role and display dedication and enthusiasm.

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Leadership and governance Strong standard

Partnerships with parents are strong. The nursery provides a range of ideas to support parents at home. This includes advice on safer sleeping and oral hygiene and tips for how to teach children to put their coat on independently. When children first start, parents are reassured and supported.

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Leadership and governance Strong standard

Leaders have a clear oversight of those children who have been identified as requiring additional support. They closely monitor the interventions which are in place and the impact of these. Staff work with a range of other professionals to support individual children. For

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Expected standard

example, staff work alongside speech and language therapists to support their key children. To support the transition to school, staff reach out to schools to invite teachers to visit children in the setting. This helps to create a smoother transition.

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Behaviour, attitudes and establishing routines Expected standard

Children have formed warm and trusting relationships with staff. There is an effective key- person system in place, which means children know staff well. Children can take home bags to help them get to know their key person. These are filled with special and personal items of the key person, for example items from their favourite hobbies. Staff and leaders monitor children's attendance patterns closely. They follow up on any absences with parents and encourage regular attendance for planned sessions.

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Behaviour, attitudes and establishing routines Expected standard

Staff act as positive role models. They teach children to treat others with kindness and respect. They have high expectations for children's behaviour and deal with any incidents in a calm and consistent way that considers the age and stage of development of individual children. For example, staff use hand signals and clear use of the word 'stop' to discourage children who are finding it difficult to take it in turns on play equipment.

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Behaviour, attitudes and establishing routines Expected standard

There are clear routines throughout the day that help children to know what is coming next. Although routines are typically understood by staff, these are not consistently implemented. This means some strategies to support children's independence skills are not always well matched to the age of children. Additionally, children are expected to wait too long at mealtimes, which results in some becoming restless.

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

Children are happy and feel safe. They have formed positive relationships with staff. Children settle quickly due to robust settling-in policies and procedures, which are tailored to individual children's needs. Staff know children well, including their favourite nursery rhymes, which helps them to settle. Staff treat each child as an individual and recognise their uniqueness. They ask parents what events and celebrations are observed at home, such as Christmas, parents' birthdays and Diwali. There is an effective key-person system in place, alongside a buddy system to support children in the absence of their key person.

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Address:

8 Shadwell Lane Leeds LS17 6DR Children are encouraged to build relationships with their key person. They can take home bags that help them get to know staff, which include a range of personal items.

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Address:

Staff carefully monitor children's progress to enable them to put in tailored support where necessary. Children are learning to get along with each other and work together as a team. During an activity, staff create a maze. Children are challenged to find their way through it, providing each other with instructions. This helps to develop their communication and language skills. Learning life skills is an integral part of the nursery curriculum. Learning stations are available for children to access freely to practise a range of skills, such as using tools to peel potatoes. Children are taught about sustainability and food waste through these activities. Once they have peeled their potato, the skin is added to a terrarium for composting while the potato is taken home to cook.

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Next steps

Leaders should further refine snack and mealtime routines so that they are consistently well planned and implemented, ensuring children remain engaged and learning time is maximised.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator and parents 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Moortown Montessori Nursery Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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