Barnes Montessori Nursery

Barnes Montessori Nursery

Unique reference number (URN): 511421 Address: c/o Barnes Sports Club, 261 Lonsdale Road, LONDON, SW13 9QL Type: Childcare on non-domestic premises Registered with Ofsted: 25/02/1993 Registers: EYR, CCR, VCR Registered person: True, Anne-Marie Elena Kathleen Blanco

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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 articulate incredibly well with their friends, staff and visitors to the setting. They excitedly talk about what they are learning with others. Staff fully understand the importance of smooth transitions and provide children with regular opportunities to visit different classrooms and work with other teachers. This supports them with developing their confidence and independence and prepares them well for their next stages in learning.

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Achievement Strong standard

Children are fully prepared as they transition to school, in particular within the main areas of communication and language and confidence. They demonstrate they can organise their belongings, dress themselves and show high levels of small-muscle control as they dig in the outdoor mud kitchen, trace letters in sand and manipulate play dough with cutters.

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Achievement Strong standard

The extremely effective assessment procedures in place and rigorous monitoring of children's progress ensures that all children, including children from disadvantaged backgrounds and children with special educational needs and or/disabilities, make noticeable progress from their starting points.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate high levels of concentration as they self-select the resources they want to engage with. They fully understand the routines and transition easily, changing their shoes as they move from outdoor to indoor activities. They demonstrate they understand the importance of sharing and turn-taking and know they can use their trusted adults to support them with any difficulties they may encounter. Staff understand children's individual needs and use purposeful group interventions to support children's social skills. The warmth and nurture shown to children by staff allows for the calm atmosphere that radiates across the setting.

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Behaviour, attitudes and establishing routines Strong standard

Staff support children's individual needs and strive to ensure that they always feel valued and gain increasing confidence and understanding in socially acceptable ways to behave. For example, they use visuals to ensure that children are clear on what is happening 'now' and 'next' and pictures and words to support children in communicating their different wants and needs succinctly. Children enjoy the clear structures in place and demonstrate they feel valued and have a sense of belonging.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work closely with families and are fully flexible to accommodate changing needs. The structure of their offering ensures that children attend regularly, and they work with families to ensure that they fully understand the importance of punctuality to support children's wellbeing.

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Children's welfare and wellbeing Strong standard

Staff model breathing techniques through yoga and talking calmly to children and offer them regular movement breaks to support them with regulating their emotions. Children with special educational needs and/or disabilities respond incredibly well to the consistency in the way the staff respond to their changing needs. Children understand the importance of keeping themselves safe. They have regular fire evacuation practices and know to hold on to the rope and stay together when on trips out.

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Children's welfare and wellbeing Strong standard

Children understand the importance of a healthy diet, and parents comment on their wealth of knowledge of the importance of the different food groups as part of a healthy lifestyle. Children have opportunities to tend to their outdoor garden, understanding where food comes from and enjoying the independence of peeling and chopping fruits for snack time. Staff work closely with families to ensure that all allergens are identified to ensure safety while eating at the setting. Staff actively engage children in physical activities and have calm quiet sessions to allow them time to rest. The strong attachments between children and staff are clearly evidenced as children excitedly enter the nursery in the morning and in the high levels of enjoyment they show as they receive staff's constant praise.

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Curriculum and teaching Strong standard

Staff show passion for continuous improvement in their curriculum offering. Their observations allow them to build a curriculum that encompasses all areas of the early years foundation stage curriculum and builds upon children's chosen interests. For example, staff teach children about different countries of the world and about shapes, patterns and lines. Children practise the skills of colour mixing and study different artists, such as Mondrian, Kandinsky and Kusama. They skilfully adapt their teaching styles with individual children in mind so that all children, including children with special educational needs and/or disabilities, can always fully access the curriculum offering.

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Curriculum and teaching Strong standard

Staff design a curriculum that helps children learn about the concept of time as they enjoy celebrating their 'Birthday Walks' and reflecting on their time on earth from when they were babies to the current day. Staff celebrate their achievements through photos, and children reflect on their family experiences to date.

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Curriculum and teaching Strong standard

Children enjoy discussing what they are learning with their friends and staff as they problem- solve. Staff are on hand to offer support as needed as children collaboratively solve jigsaw puzzles and carefully pour water into funnels and small china cups to secure their understanding of capacity. Staff support them with their careful questioning, allowing children opportunities to verbalise their thinking.

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Curriculum and teaching Strong standard

Children develop their large-muscle skills through the many opportunities they have to practise stretching, jumping, running and balancing during their dance and yoga sessions and in the vast outdoor offering.

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Inclusion Strong standard

Children are at the heart of the planning that takes place at the setting. The curriculum is carefully designed to meet the needs of all children regardless of background or additional needs. Staff plan in the moment and around children's chosen play and ensure that children are getting the most from the curriculum offering. Their thorough assessment and reporting procedures allow them to set personalised targets for children. Staff meet regularly to discuss children's progress and, in turn, assess the impact of their own teaching on children's learning.

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Inclusion Strong standard

Staff work closely with children's families and external agencies to ensure that plans are in place for children with special educational needs and/or disabilities and children who speak English as an additional language. The setting invests in their own speech and language therapist and occupational therapist to further support children with language delay and children who are struggling with their physical development. One-to-one interventions are in place for individual children, and staff talk confidently about the hugely positive impact this is having on children's learning and development. Staff place great emphasis on supporting children to regulate their emotions and share strategies with families to ensure that there is joined-up learning and continuity for children, so they navigate their changing emotions.

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Leadership and governance Strong standard

Leaders continually reflect and evaluate their offering and demonstrate the importance of 'lifelong learning' to ensure continuous improvement. They highly value each and every member of the team, and they are incredibly proud of their collaborative practice that places children at the centre of everything they do. The wellbeing of staff is of high priority, and staff receive regular opportunities to engage in team-building events to ensure that there is always a high level of morale among staff. The decisions that leaders make in their staffing arrangements and how they allocate any additional funding ensures that all staff are supported well to achieve manageable workloads. Staff have a regular opportunity to engage in professional training to obtain early years accreditations, and the in-house weekly staff meetings provide staff with opportunities to feed back from courses and share their skills and experience.

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Leadership and governance Strong standard

Leaders are fully aware of their strengths and areas of improvement and use a range of professionals to support them in their process of evaluating their offering. Children with special educational needs and/or disabilities have high-quality support from external professionals alongside the carefully designed interventions delivered by staff. Leaders are fully involved in every child's learning and show passion for high standards and in supporting children to achieve the best possible outcomes.

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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

The highly experienced staff team plans an exciting and stimulating curriculum that instils confidence and independence in children. The gradual settling-in process, which begins with a home visit, allows staff to form strong positive relationships with children and their families from the moment they start at the setting. All staff know children well and understand each child's individual needs. They offer them high levels of nurture, enabling them to feel safe and secure in their care.

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About this setting

Unique reference number (URN): 511421 Children understand the clear routines that are in place and the high expectations that staff have for their behaviour. As a result, children play harmoniously alongside their friends, showing high levels of respect for each other. Staff clearly explain the importance of being patient and waiting for their turn when a focused activity may be too busy for them to join. Children respond well to their teachers' requests and return when there is space available for them to join. This demonstrates children's understanding of these key social skills.

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About this setting

Children enjoy all the opportunities they have for developing their communication and language skills. They use complex sentences and engage in two-way conversations with staff as they excitedly share their 'family books'. Children show high levels of focus and engagement as they join in with repeated refrains and select props and respond to questions as staff enthusiastically share the familiar story of 'Brown Bear, Brown Bear, What Do You See?' Staff expertly build on children's own spoken words to further extend and build on their vocabulary.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the children, staff 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.

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Address:

c/o Barnes Sports Club 261 Lonsdale Road LONDON SW13 9QL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: True, Anne-Marie Elena Kathleen Blanco

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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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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