College Town Day Nursery and Pre-School

College Town Day Nursery and Pre-School

Unique reference number (URN): 2785703 Address: College Town Montessori, 117 College Road, College Town, Sandhurst, GU47 0RD Type: Childcare on non-domestic premises Registered with Ofsted: 26/06/2024 Registers: EYR Registered person: The Childcare Corporation 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 Expected standard

Children, including those with special educational needs and/or disabilities (SEND), make meaningful progress from their starting points, particularly in communication and language. Babies benefit from frequent opportunities to hear language through singing and familiar stories. As a result, babies respond to sounds and voices and are beginning to use words to communicate. Some babies are starting to combine simple words, showing that they are developing early communication skills and strong foundations for future learning. Older children confidently join in activities, attempt new words and sounds and increasingly use language to express their needs, thoughts and ideas. Children show enjoyment and motivation when taking part in small-group activities, which supports their developing confidence as communicators.

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Achievement Expected standard

Children demonstrate growing independence and self confidence. They manage self care routines well, such as washing their hands before mealtimes and putting on their coats ready to play outside. Children generally follow routines confidently and show pride in their achievements. These skills help children to be well prepared for their next stage of learning. Children with SEND benefit from targeted support that enables them to access learning and make progress alongside their peers. Overall, children are prepared well for their transition to school.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and show positive attitudes to learning. They play alongside their peers, take turns and share resources, for example when using push-along toys in the garden. Children form warm, nurturing relationships with staff, who act as positive role models. As a result, children feel secure, valued and confident to explore their environment and engage in activities with enthusiasm.

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Behaviour, attitudes and establishing routines Expected standard

Children generally understand the routines of the nursery. They know what is expected of them when preparing to play outside and confidently manage tasks such as collecting their coats and lining up. However, at times, particularly during transitions in the pre-school room, children are less clear about expectations. For example, when lunch routines take longer to organise, some children continue to play and are unsure whether they should help tidy up or prepare for mealtimes. This can lead to moments of disorganisation. However, children typically respond positively once routines are re-established and expectations are clarified.

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Behaviour, attitudes and establishing routines Expected standard

Leaders place importance on children's attendance and punctuality. They monitor children's attendance and expectations are clearly shared with parents. This helps children attend consistently, developing positive behaviour and engagement in their learning.

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Children's welfare and wellbeing Expected standard

Children build attachments with their key person and separate with ease from their parents as they arrive. Furthermore, children with special educational needs and/or disabilities receive appropriate and responsive support to meet their individual needs. Staff adapt care routines and use strategies such as signing, visual aids and consistent reassurance to help children understand routines and manage transitions. This supports children's emotional regulation and helps them feel secure and included throughout the day. Staff use praise effectively to recognise children's efforts and achievements. This approach promotes children's self-esteem, builds their confidence and supports their social and emotional development.

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Children's welfare and wellbeing Expected standard

Staff ensure that they teach children healthy hygiene practices, such as washing hands, which are routinely promoted throughout the nursery. As a result, children follow the positive examples they see others independently do. Staff remind them of the reasons for such practices. This helps to strengthen children's learning. The chef cooks healthy and nutritious food each day based on children's unique dietary requirements. Older children are encouraged to make their own choices and serve their own food. This strengthens their independence and self-care skills. Staff talk to children about the importance of hydration and healthy foods. This helps children develop healthy habits for later life. Staff teach young children how to move slowly and safely downstairs at transition times. This helps children learn how to keep themselves safe.

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Curriculum and teaching Expected standard

Since the last inspection, leaders have improved the curriculum for children. They place a high priority on children's physical, personal, social and emotional development. Leaders have provided staff with training and support to improve teaching and ensure the curriculum is age-appropriate. Assessment methods have been strengthened, in particular to monitor children's communication and language. This helps staff to know children's abilities and to plan a more sequenced, ambitious curriculum.

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Curriculum and teaching Expected standard

Staff have typically created a language-rich environment through stories, songs, small-group sessions and everyday interactions. Children build their vocabulary and communication skills across the curriculum, including during mathematical learning. For example, children count in their play, use comparative language such as 'big' and 'small' and explore early problem-solving through activities. Staff teaching is purposeful and supports children's next steps of learning, including adaptations for children with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

Babies are supported well indoors, where they hear language modelled through stories, signs and everyday interactions. However, the outdoor curriculum for babies is less well developed. While they have opportunities to develop their physical skills through climbing and crawling, there are fewer planned opportunities outdoors to promote babies' communication and language. This means teaching outdoors is not always as purposeful as indoors for supporting babies' language development. That said, children are becoming confident communicators.

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Inclusion Expected standard

Since the last inspection, leaders have reviewed the systems in place to identify children with any barriers to learning and to swiftly identify children with special educational needs and/or disabilities. As a result, they have developed a robust assessment process which uses regular observations of children's learning and development to ensure timely support is implemented. From the outset, staff work in partnership with parents to gather in-depth information about the children who attend the nursery. This helps staff to understand and respond to the unique needs of the children in their care.

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Inclusion Expected standard

Staff are proactive in seeking support from other professionals and in applying for additional funding where required. They use this funding effectively to support children's development. For example, staff implement early interventions such as regular small-group language sessions and targeted one-to-one support. In addition, staff engage in ongoing training opportunities to further develop their understanding of how children learn. For instance, staff have attended training focused on supporting children's communication and language development. As a result, children are growing in confidence and are making positive progress in their language and social skills.

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Leadership and governance Expected standard

Since the previous inspection, leaders have strengthened the curriculum and identified additional training to develop staff's understanding. This has improved staff's understanding and helped them to plan activities that are appropriate for the age and stage of the children they are caring for, including children with special educational needs and/or disabilities. Leaders have reviewed the systems in place to ensure that communication with parents has been increased. Parents report that their children are developing well and value the regular updates and support provided by the setting, which helps them continue learning at home. Parents speak highly of the nursery and say their children are happy attending.

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Leadership and governance Expected standard

Leaders have also prioritised staff wellbeing by providing mental health support, professional development opportunities and regular feedback meetings. Leaders ensure that staff receive regular supervisions. As a result, staff report feeling supported and confident in their roles. Leaders are committed, and are highly reflective of what the nursery does well and have identified the next priorities for improvement. They recognise that the outside curriculum for babies is heavily focused on their physical development. It does not yet consistently offer babies the opportunities to develop their communication and language skills.

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

Children arrive happily at the nursery and separate from their parents with ease. They show that they feel safe, settled and confident as they enter the setting. Children greet familiar adults and peers warmly, and there is a clear sense of belonging. For example, when a child arrives later in the morning, other children run over to greet them with hugs, demonstrating kindness and positive relationships.

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

Leaders ensure that any children who may face barriers to learning make progress from their starting points. They have improved the curriculum to ensure that children develop the skills they need for later learning. Leaders ensure that children's learning and development are closely monitored. This enables any emerging gaps to be identified quickly. Where needed, additional support is sought from relevant professionals, and approaches to learning are adapted so children can continue to develop their skills. Children with special educational needs and/or disabilities are well supported to take part fully in nursery life. Furthermore, leaders promote attendance effectively and help families understand the importance of being ready to learn each day.

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

Children are active and engaged throughout the day. Babies confidently explore their environment, climbing, crawling and moving with increasing control. Indoors, babies enjoy listening to stories, joining in with songs and responding to familiar routines. They show curiosity and interest as they explore materials while staff introduce new vocabulary. For instance, children have great fun as they splash in the water washing dolls. They listen intently and repeat new words. Staff count as children scoop compost into plant pots. This helps children develop their early mathematical skills.

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

Children enjoy taking part in group activities such as yoga, singing sessions and letters and sounds activities. They listen carefully, follow instructions and work cooperatively with their peers. Children show pride in their achievements and are motivated to keep trying when tasks are challenging.

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Next steps

Leaders should strengthen transitions at mealtimes so they are consistently well organised, helping children clearly understand expectations of routines to further promote their positive behaviour. Leaders should give further consideration to the outside curriculum, to specifically focus on babies' communication and language skills.

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About this inspection

The inspector spoke with the manager, staff, children 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:

College Town Montessori 117 College Road, College Town Sandhurst GU47 0RD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Childcare Corporation Limited

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Address:

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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