Honey Bears Montessori

Honey Bears Montessori

Unique reference number (URN): 2743681 Address: Eastcote Methodist Church, Pamela Gardens, Pinner, HA5 2QU Type: Childcare on non-domestic premises Registered with Ofsted: 04/07/2023 Registers: EYR Registered person: Honey Bears Montessori Ltd

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding. This puts children at significant risk of harm.

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Safeguarding standards not met

Leaders do not consistently implement safer recruitment procedures. They do not always make sure that the required checks are completed before individuals start working with children. In addition, they do not ensure unchecked staff are always supervised, including when they carry out care routines, such as nappy changing.

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Safeguarding standards not met

Practitioners otherwise demonstrate a clear understanding of safeguarding responsibilities. They know how to recognise concerns about children's welfare and understand the procedures for reporting concerns, including whistleblowing. Leaders have a safeguarding training programme in place, including refresher training, which supports staff knowledge.

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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 secure progress from their starting points across the areas of learning. All children, including those with special educational needs and/or disabilities, achieve well. Children develop secure foundational knowledge, particularly in communication and language. They use an increasingly wide range of vocabulary, join in with repeated refrains during stories, and engage in back-and-forth conversations with adults and peers. Children sustain attention during play and group activities and recall familiar stories and experiences, demonstrating growing confidence in expressing their ideas.

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Achievement Strong standard

Children apply their learning across different experiences. Children confidently use language to negotiate turn-taking and share resources, solve simple problems during play and follow routines with increasing independence. Children demonstrate early mathematical understanding by sequencing events, counting objects and using number language naturally in play and daily routines. Children show positive attitudes to learning. They demonstrate curiosity, persistence and pride in what they achieve and are willing to try new experiences. Children are very well prepared for their next stage of learning. Transitions are carefully planned and supported, helping children to feel confident and secure.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have established a calm, positive and engaging environment where expectations for behaviour and routines are clearly understood by children and consistently reinforced by staff. Children's regular attendance is encouraged by leaders and staff. Children feel secure and settled and focus well on their learning throughout the day. Relationships between staff and children are warm, nurturing and respectful. Staff have high expectations for children's behaviour and support them sensitively to understand and manage their emotions. Children respond well to routines and adult guidance. They are kind to one another, share resources, take turns and are learning to collaborate successfully during play. Staff give children appropriate time and autonomy to make choices, enabling them to resolve minor difficulties independently, with adult support when needed.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff prioritise the development of positive attitudes to learning. Children settle quickly, show enjoyment in activities and demonstrate confidence and persistence. Staff explicitly teach children how to follow routines, regulate their feelings and recognise how their behaviour affects others, which supports children's emotional wellbeing and social development. Staff consider children's age, stage of development and individual circumstances carefully, making adjustments where needed so that all children can meet the setting's expectations and thrive.

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Curriculum and teaching Strong standard

Leaders have a clear and accurate understanding of the quality of the curriculum and teaching and can explain how curriculum intent is translated consistently into practice. All children benefit from a broad, balanced and ambitious curriculum that is securely embedded across the setting and meets the learning and development requirements of the early years foundation stage. The curriculum is well designed and thoughtfully implemented. Learning is play based and largely child led, with resources carefully organised to enable children to make choices, sustain concentration and engage deeply in their learning. Staff have a secure understanding of child development and use this knowledge effectively to support children's learning through responsive interactions and purposeful teaching across all seven areas of learning.

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Curriculum and teaching Strong standard

Staff consistently prioritise children's communication and language development. They model rich vocabulary and support children to develop communication and early mathematical understanding through everyday routines, play and adult-guided experiences. Children's personal, social and emotional development is prioritised. Staff confidently support emotional regulation and build children's self-confidence, resilience and independence. Leaders have strengthened opportunities for children's physical development through specialist activities, including a forest school and gymnastics, alongside a well- resourced outdoor provision. Staff use assessment effectively to check what children know and can do and adapt teaching to children's different starting points, including for disadvantaged children and those with special educational needs and/or disabilities.

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Inclusion Expected standard

Leaders take appropriate action to reduce barriers to children's learning. Staff use targeted strategies and interventions, including structured small-group activities, to support children's communication and language development. These approaches support children with identified additional needs to feel secure, develop confidence and engage in learning alongside their peers. Leaders use observation and assessment to identify needs early and adapt support where required. This ensures that children receive appropriate help in a timely way. Leaders' understanding of the wider range of factors that may affect children's learning and wellbeing is less robust.

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Inclusion Expected standard

Leaders work closely with families and value them as partners in supporting children's learning. Information about children's development is shared regularly through meetings and ongoing communication, helping parents to understand progress and use consistent strategies at home. Parents describe trusting relationships with staff and a collaborative approach to supporting children's development. Leaders engage with external professionals to shape support for children. Screening tools and local authority programmes are used to help identify and address speech, language and attention needs. Early years pupil premium funding is used appropriately to support children who may be disadvantaged, including through resources such as story sacks and role-play materials, which contribute to children's communication, early literacy and social interaction.

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Children's welfare and wellbeing Needs attention

Leaders do not ensure that the staffing arrangements for children's individual care routines are organised and monitored effectively. This oversight means that children's welfare and wellbeing are not fully assured during these times. Despite this, children experience warm, nurturing care on a day-to-day basis. Staff know children well and use their understanding of children's individual needs to respond sensitively and appropriately. As a result, children form secure and trusting relationships with adults and show confidence and emotional security in the setting, including those who face barriers to learning or wellbeing.

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Children's welfare and wellbeing Needs attention

Daily routines, such as snack time, lunchtime and personal care, are well established and flexible, enabling children to develop independence while feeling supported. Staff help children to recognise, express and manage their emotions, supporting children's emotional wellbeing. Staff also support children to develop an understanding of personal safety. Children are guided to follow routines, make safe choices and seek support from trusted adults. Staff promote children's physical health and wellbeing through healthy eating and regular physical activity.

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Leadership and governance Urgent improvement

Leaders have not ensured that they maintain a sufficiently robust oversight of their roles and responsibilities to ensure the safe and effective management of the setting. There are gaps in the statutory safeguarding and welfare requirements that are not in the best interests for children. Leaders allow unchecked staff to work with children and carry out intimate care routines unsupervised.

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Leadership and governance Urgent improvement

Despite this, leaders understand the setting's strengths and have established a well- organised and ambitious curriculum with clear expectations for all children. Leaders take appropriate action to support teaching and learning and promote positive outcomes for children. Leaders prioritise partnerships with parents and carers. They share information about children's learning and next steps regularly, which supports continuity between home and the setting. Leaders also consider staff wellbeing and workload through regular professional discussions and planned meetings. Leaders invest in professional development. Staff access regular training and demonstrate secure knowledge and skills, which supports consistent practice across the setting.

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

Leaders have not ensured that all requirements have been met to assure children's safety and welfare. This is because recruitment procedures are not sufficiently robust. That said, children benefit from positive day-to-day experiences and are cared for in a warm, nurturing and purposeful environment. Children are settled, confident and keen to engage in their day. They are welcomed by attentive staff who know them well and respond sensitively to their needs. As a result, children feel secure in their relationships and quickly immerse themselves in play and learning.

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

Children enjoy learning and show high levels of involvement across the setting. For example, during storytelling activities, children confidently join in with repeated refrains, use props to retell familiar stories and share their ideas with adults and peers. Children sustain attention during small-group activities and engage in back-and-forth conversations, demonstrating growing communication skills. Staff build on children's interests and model language, supporting children to develop curiosity, resilience and independence.

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

Children develop strong social skills and manage routines with confidence. During snack and lunchtime routines, children independently select food, feed themselves and engage in calm conversations with others. Staff use these routines as learning opportunities, for example supporting children to count objects and use early number language. Behaviour is calm and well managed. Children understand expectations and respond positively to staff's gentle guidance.

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

Children with special educational needs and/or disabilities, and those facing barriers to learning or wellbeing, are supported effectively to take part alongside their peers. Targeted strategies support children's communication, emotional regulation and participation. For example, children who initially found it difficult to settle are now observed engaging calmly in group activities, following routines and using supported language to express their needs. Adaptations and adult support help children to feel included and valued.

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

Overall, children make strong progress from their starting points, particularly in communication, personal development and early learning behaviours. They show confidence in making choices, persistence in activities and pride in their achievements, reflecting the positive, consistent experiences they receive each day.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, the designated safeguarding lead, 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:

Eastcote Methodist Church Pamela Gardens Pinner HA5 2QU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Honey Bears Montessori Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:15

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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

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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