LITTLE MONTESSORIANS LTD

LITTLE MONTESSORIANS LTD

Unique reference number (URN): 2746323 Address: The Scout Hut, Roding Lane South, Ilford, IG4 5PD Type: Childcare on non-domestic premises Registered with Ofsted: 21/09/2023 Registers: EYR Registered person: LITTLE MONTESSORIANS LTD

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Children demonstrate consistent positive behaviour and strong attitudes towards learning. Leaders establish clear expectations, and practitioners embed routines well. Children arrive confidently, settle quickly and move independently into their chosen activities. They engage purposefully in play and treat resources with care, showing respect for the environment and for each other. Children play collaboratively and demonstrate a clear understanding of sharing and turn-taking strategies. For example, when children want to use the same shape- matching board, they use a timer and wait patiently for their turn.

p.2

Behaviour, attitudes and establishing routines Strong standard

Practitioners consistently praise children, using specific feedback to reinforce positive behaviour and strengthen their understanding of expectations and social boundaries. Staff model these behaviours effectively and adapt their approach to reflect children's age, stage of development and individual needs, including for disadvantaged children and those with special educational needs and/or disabilities. Through calm, consistent interactions and reasonable adjustments where required, they help all children meet expectations successfully. As a result, children maintain positive relationships and cooperate well with their peers throughout the day.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders actively promote regular attendance. They work closely with families to encourage punctuality and demonstrate the positive impact that consistent attendance has on children's progress and wellbeing. This ensures all children arrive on time, settle quickly and sustain positive attitudes to learning.

p.2

Inclusion Strong standard

Leaders promote a strong culture of inclusion, where every child feels respected and supported to thrive. Staff receive targeted training to support children with special educational needs and/or disabilities (SEND), including communication and behaviour strategies, and apply this expertise to assess needs accurately. As a result, staff deliver precise, responsive practice that improves children's language development, emotional regulation and engagement in learning. Leaders ensure that agreed strategies are modelled effectively and applied consistently by all staff. This cohesive approach helps children develop confidence, improve communication and become increasingly independent, leading to sustained progress over time.

p.2

Inclusion Strong standard

Staff observe children closely, identify emerging needs and act promptly to remove barriers. Leaders monitor progress and adjust support as needed. They use observations, assessment and professional discussions effectively to evaluate impact for all children, ensuring sustained progress and narrowing gaps in learning. Staff respond quickly to changes in behaviour, communication and participation, enabling children to build confidence and independence.

p.2

Inclusion Strong standard

Leaders work proactively with families to implement appropriate support without delay. Children with SEND receive timely, effective support and make strong progress from their starting points. Leaders maintain purposeful partnerships with parents, the local authority

p.2

Expected standard

and other professionals to strengthen practice. They use additional funding strategically towards high-impact practice, improving outcomes for disadvantaged children.

p.3

Achievement Expected standard

Overall, children achieve well and make secure progress from their individual starting points, including those with special educational needs and/or disabilities. Leaders and practitioners prepare children mostly well for their next stage of education, including school. Leaders emphasise independence through real-life experiences. For example, children use age- appropriate cutlery, butter their own bread and help prepare fruit for snack time. Children treat resources respectfully and clear them away independently. They take pride in their achievements and share progress with adults and peers. Staff use assessments effectively to plan next steps and adapt teaching, helping to reduce gaps in learning.

p.3

Achievement Expected standard

Children learn in a language-rich environment, where they develop a love for stories and make consistently good progress. They communicate confidently, use a wide vocabulary, share ideas clearly and take part in purposeful conversations. However, inconsistencies in extending older children's physical development and delivering precise mathematical teaching limit how securely some children embed foundational knowledge before moving on.

p.3

Children's welfare and wellbeing Expected standard

Leaders maintain consistent practices to support children's welfare and wellbeing across the setting. They create a safe, welcoming environment where children feel secure and enjoy learning. Staff promote children's physical health by encouraging healthy food choices and explaining why these choices are important. Hygiene routines are well embedded throughout the day. Children demonstrate good independence in self-care, following clear expectations around handwashing and cleanliness. These routines are reinforced through strong partnership working with families, so children transfer healthy habits into home life.

p.3

Children's welfare and wellbeing Expected standard

Staff also ensure that children feel emotionally safe and supported. Positive relationships with key persons help children express their needs and feel confident in the setting. Staff use a range of emotional support resources and books to help children identify and regulate their feelings, build resilience and manage emotions effectively. Children also learn about personal safety, including understanding boundaries, making safe choices and assessing risks during play. Leaders and staff work closely with families to provide consistent care, strengthening children's overall wellbeing.

p.3

Children's welfare and wellbeing Expected standard

Children have opportunities to develop their physical health. However, older children do not consistently receive sufficient challenge to strengthen large muscles, coordination and confidence through regular active play.

p.3

Curriculum and teaching Expected standard

Leaders demonstrate a secure understanding of the curriculum and define clearly what they want children to learn. They plan an ambitious curriculum around children's needs and interests that supports learning across all areas of the early years foundation stage. For example, when staff read a story about a porcupine, they skilfully introduce and model new vocabulary to strengthen children's communication and language. Practitioners use strong knowledge of key children to plan next steps that build on prior learning. Positive key-person relationships promote confidence and motivation. Practitioners adapt teaching for disadvantaged children and those with special educational needs and/or disabilities through targeted support and reasonable adjustments.

p.4

Curriculum and teaching Expected standard

Practitioners model positive interactions, support turn-taking and teach children to manage feelings, strengthening confidence and independence. The curriculum provides regular opportunities for physical development. Younger children develop large movements, particularly in the outdoors, and all children access activities that promote fine motor development. However, leaders do not consistently plan for older children to further extend their gross motor development to strengthen their large muscles and coordination.

p.4

Curriculum and teaching Expected standard

Teaching generally supports positive progress. However, quality is not consistently strong across all areas. Although children access a wide range of mathematical resources, staff do not always use these moments to extend learning through intentional teaching to fully prepare them for the next stage.

p.4

Leadership and governance Expected standard

Leaders have established a caring and inclusive provision with a strong sense of community, enabling both staff and children to flourish. They understand the setting's context, challenges and strengths well. They use monitoring, supervision and regular evaluation to identify areas for improvement and drive continuous development. For example, when leaders review the snack routine in line with safer eating guidance, they adjust the timing of snack and staff deployment to strengthen supervision to further promote children's safety, independence and confidence throughout the session.

p.4

Leadership and governance Expected standard

Leaders communicate a clear vision that guides practice and is well understood by staff. They make decisions in the best interests of all children, particularly those who are disadvantaged, have special educational needs and/or disabilities (SEND) or face barriers to learning, by allocating targeted support, working closely with external professionals and ensuring timely and effective early intervention. Children benefit from consistently applied routines, secure safeguarding arrangements and robust policies throughout the setting.

p.4

Leadership and governance Expected standard

Leaders support staff through regular meetings, constructive feedback and focused professional development to enhance practice. However, some inconsistencies remain in mathematical teaching and in opportunities for older children to develop large-muscle skills, which means practice is not yet consistently strong across all areas.

p.4

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

Children arrive happily and confidently at the setting. They are greeted by caring and welcoming staff, who make children feel safe, confident and valued from the moment they arrive. Staff know children well and provide sensitive support where needed. This helps children to settle quickly and move independently into their morning activities, demonstrating a strong understanding of well-established routines.

p.5

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

Throughout, children show confidence and independence. For example, they confidently select resources, understand their purpose and remain deeply engaged for sustained periods. Children choose freely from a wide range of accessible activities, many of which reflect Montessori principles. Children show positive attitudes towards learning, take pride in completing tasks and independently tidy away resources, handling them with care and respect.

p.5

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

Children with special educational needs and/or disabilities benefit from calm and predictable routines, which makes them feel safe and secure. Staff have consistently high expectations for all children. They adapt routines and activities, and they support children effectively so that every child can participate fully and achieve well. Staff skilfully use their knowledge of each child to build on what children already know and can do. As a result, children make secure progress from their starting points.

p.5

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

Children communicate confidently with adults and peers. Staff join children's play at the right moments, asking open questions to extend their communication and language. Staff create a language-rich environment through stories, singing and modelling clear communication. For example, children actively engage in a variety of story boxes, using the props to retell and recall stories. This strengthens their understanding, memory and language development.

p.5

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

Leaders work closely with families and value and recognise their unique characteristics and circumstances. They promote the importance of regular attendance and work closely with families to ensure children attend consistently. As a result, children benefit from the curriculum in preparation for school.

p.5

Next steps

Leaders should plan and implement their curriculum further to help older children extend their gross motor development, core strength and coordination. Leaders should further support children's mathematical learning to ensure all children develop a secure understanding of mathematical concepts and are well prepared for the

p.5

Address:

The Scout Hut Roding Lane South Ilford IG4 5PD

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: LITTLE MONTESSORIANS LTD

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. next stage of their education.

p.6

About this inspection

The inspector spoke with children, parents, leaders, practitioners and the special educational needs coordinator during the inspection.

p.6

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. This data is from 3 February 2026

p.6

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.7

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8