BarleyMont Fairlop Montessori Nursery Preschool & Afterschool

& Afterschool

Unique reference number (URN): EY476111 Address: Jean Brown Indoor Arena, Redbridge Sports and Leisure Centre, Forest Road, Barkingside, Essex, IG6 3HD Type: Childcare on non-domestic premises Registered with Ofsted: 24/03/2014 Registers: EYR, CCR, VCR Registered person: Pedagogy Auras UK 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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Inclusion Strong standard

Leaders and staff consistently make a demonstrable difference to children with special educational needs and/or disabilities. For example, staff take very swift action to support children by observing, assessing and working closely with other agencies. They involve parents and carers at all stages and signpost them to organisations that can help meet their children's needs. Staff ensure inclusive practice by adapting activities carefully so that all children can take part. They use visual aids to support children with transitions throughout the day. Staff develop targeted plans so that learning is well planned and specific to each child's needs. They attend training to extend their knowledge even further and ensure they can support children to make progress.

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Inclusion Strong standard

Leaders use funding very effectively to help children to develop further. For example, leaders purchase sensory resources so that children can learn through exploration and their senses. Leaders are committed to supporting all children, including those known to social care. Staff work consistently well with parents, for example by sharing strategies to support children at home and in the nursery. This helps ensure that families feel supported and that children can embed their learning through a shared and consistent approach.

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Achievement Expected standard

Overall, children develop their communication and language well, for example, when singing nursery rhymes and sharing books. Children with special educational needs and/or disabilities make very secure progress. For example, they are able to make eye contact, listen and respond, join in activities and develop friendships. Children are well prepared for their move on to school.

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Achievement Expected standard

Very young babies gaze at staff's and children's faces, copying facial expressions and movements. Toddlers show an interest in what their friends are doing and enjoy joining in. Older children demonstrate the ability to pay attention to more than one thing at a time. Babies walk independently and explore the world around them, for example by sitting on push-along wheeled toys. Older children move up and down the stairs confidently as they make their way to the garden.

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Behaviour, attitudes and establishing routines Expected standard

Children are well behaved and receive effective support to manage their own feelings. For example, staff use 'golden rules' to guide children and help them to develop a positive sense of themselves. Staff support babies to express themselves through their thoughtful and kind interactions. Children know how to share and take turns, and are respectful towards each other. Generally staff offer praise and encouragement to help build children's self-esteem. Children understand daily routines, which supports their developing self-care skills, such as toileting and mealtimes.

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Behaviour, attitudes and establishing routines Expected standard

Children are happy and secure because staff develop warm and caring relationships with them. Staff also remind parents and carers about the importance of punctuality and attendance to help ensure that children experience all the opportunities that support their learning. Staff know children well and understand their individual needs and circumstances, which helps them to typically plan for their ongoing learning, for example when supporting children through potty training. Staff support children who face barriers to learning particularly well. They break down activities into smaller and manageable steps and use gestures and facial expressions to reinforce understanding. Key-person arrangements are effective. Staff develop caring relationships with babies and all children, ensuring they feel valued, secure and ready to learn.

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Children's welfare and wellbeing Expected standard

Staff have high expectations of children. For example, they encourage and motivate them to play and learn. This helps all children to secure progress across their individual learning. Staff offer children healthy meals and drinks to support their understanding of healthy lifestyles, and this has a positive impact on the children's awareness. For instance, children enjoy nutritious meals as they sit together and talk about what they are eating, which promotes their emotional and social development. Staff help children to express and manage their emotions through strategies like the thinking about how they are feeling.

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Children's welfare and wellbeing Expected standard

Staff support children with special educational needs and/or disabilities effectively. They use calming strategies to soothe children and encourage them to sit at the table and join in with mealtimes. Key persons know their children well and ensure that their individual needs are met, particularly very young babies, who thrive under their care. Staff help children to understand the world around them. For example, they explore a wide range of festivals and cultural events, all of which support children's knowledge of others. Staff support children well in developing their physical health. This helps to promote children's independence. For example, children enjoy regular outdoor play in the well- resourced garden, where they run, jump, climb and explore nature. Children learn about personal safety as they ride wheeled toys and move freely, yet safely, in the outdoor area. Staff also promote children's sense of wellbeing. For example, children receive comfort and

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Curriculum and teaching Expected standard

Leaders ensure that the curriculum is typically taught well. They have a secure understanding of how to implement a well-designed learning environment for children. Leaders have evaluated the curriculum and worked alongside other professionals to improve and develop it. This helps children to make effective progress in all areas of learning. For example, staff develop deep and loving relationships with very young babies. They know the most effective ways to calm and comfort them, which supports babies' emotional development. Older children enjoy climbing, running and riding wheeled toys in the well-resourced garden.

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Curriculum and teaching Expected standard

Staff generally interact well with children and demonstrate how to support their learning. However, not all interactions are sufficiently meaningful to extend children's thinking and deepen their learning. For example, during activities staff do not always question and challenge children fully. In addition, staff do not always communicate with children in ways that further support language and communication development. For instance, staff do not always talk to children about what they are doing to encourage them to speak more. Staff support children with barriers to learning effectively to further support their development. For example, they introduce games that encourage children to sit and concentrate, and talk about what is in a bucket. This helps to support children's thinking skills and speaking skills, as well as their ability to share and take turns. Staff suitably support children's mathematical

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Curriculum and teaching Expected standard

development. For example, children learn about numbers as they count during their play, and they sing nursery rhymes that include numbers. Children match and pair puzzle pieces, and count plates during mealtimes.

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Leadership and governance Expected standard

Leaders have been effective in securing progress since the last inspection. They have addressed previous weaknesses and improved the care and education that they offer. For example, the newly refurbished garden helps ensure that children take part in purposeful play to support their physical development. Staff encourage children to role play and develop their creativity, all of which supports their sensory stimulation and to regulate their emotions. Leaders are thoughtful and responsive to all children's needs, particularly those with special educational needs and/or disabilities (SEND).

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Leadership and governance Expected standard

Leaders support staff, which has a positive impact on their wellbeing. For example, staff have access to an online app that offers different ways they can receive support if they need it. Partnerships with parents and carers are well established. For example, staff offer parents regular updates about their children's day and learning. Parents have access to a parent app, which provides detailed information about their child's next steps in learning and development. Staff undertake regular training, which helps them to make clear improvements to their knowledge and understanding of supporting children's care and education. For example, staff have completed training to support children with SEND.

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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

Children feel happy and safe at this welcoming and spacious nursery. They enjoy making friends and playing together. For example, children sit together in small groups and listen to stories. They smile and laugh as they put their hands in the bag and pull out small animals

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Inspector:

Caroline Preston linked to the story. Children use their imaginations as they create ideas during their play with the farm and various animals. They show that they enjoy learning, as they are motivated to learn. They move freely across the well-designed playroom. All children start with different starting points. Staff offer appropriate opportunities which help support their next steps for learning. Children make sound progress in their learning to support them to be school ready.

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Inspector:

Children confidently and independently put together large floor puzzle pieces, showing skill and mathematical awareness. Younger babies confidently investigate the world around them as they move across the well-resourced playroom. They place small toys on top of each other and are curious about the 'what is in the bag' game. Staff encourage and support all children well, including those with barriers to learning. For example, staff ensure that they make clear eye contact and support children with routine transitions using picture cards and a soothing and calming voice. Children are well behaved. For example, they share and take turns during table-top games. Staff remind parents and carers about the importance of attendance to help ensure that children make the most of their learning. Staff value children's uniqueness and support them well. For example, staff extend children's interests, such as offering activities related to different cars. Children learn to understand how the

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Inspector:

sand timer works. They huddle together and tip the sand timer upside down, laughing as they watch in awe while the sand slowly slides to the bottom of the glass. This helps to support children's curiosity and their understanding of how things work. Children also learn to wait and take turns.

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Next steps

Leaders should place a focus on staff's understanding of ensuring interactions with children support their language development even further. Leaders should strengthen staff's understanding of facilitating and planning activities for children to help extend their learning.

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About this inspection

The inspector spoke with leaders, staff, parents and carers, 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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Address:

Jean Brown Indoor Arena, Redbridge Sports and Leisure Centre Forest Road Barkingside Essex IG6 3HD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Pedagogy Auras UK Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

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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

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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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