Nightingale 1 Montessori Nursery

Nightingale 1 Montessori Nursery

Unique reference number (URN): EY473044 Address: St Lukes Church Hall, 194 Ramsden Road, London, SW12 8RQ Type: Childcare on non-domestic premises Registered with Ofsted: 29/01/2014 Registers: EYR Registered person: Nightingale 1 Montessori Nursery Ltd

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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 make secure and consistent progress from their starting points, including those with special educational needs and/or disabilities and those who speak English as an additional language. They develop increasing confidence in communication and language, early literacy and mathematics through experiences that build on what they already know.

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Achievement Strong standard

Children use a growing vocabulary and speak in increasingly complex sentences. They use counting skills during play and show persistence when exploring new challenges. Children sustain concentration, demonstrate curiosity and remain motivated in their learning. Children become increasingly confident in expressing their ideas and making choices in their play. They engage in activities for sustained periods and take pride in what they achieve. Children develop the knowledge, skills and confidence that prepare them well for their next stage of education.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate positive behaviour and show respect and kindness towards one another. They share resources, take turns and cooperate well during play. For example, during group activities, children listen carefully, follow instructions and join in with enthusiasm. Children respond calmly to routines and understand what is expected of them. Daily routines support children to understand expectations and take responsibility. For instance, at mealtimes, children wash their hands, serve food and use polite language as they interact with adults and their peers.

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Behaviour, attitudes and establishing routines Strong standard

Children manage transitions smoothly and move between activities with growing assurance. They tidy away resources and take responsibility for their environment. Children show positive attitudes to learning. They approach new experiences with curiosity and demonstrate resilience when tasks are challenging. They remain engaged, concentrate for sustained periods and work alongside others productively. Consistent routines support children's emotional security. As a result, children develop independence, self-regulation and confidence that support their future learning.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are supported through attentive and responsive care. Children form secure relationships with familiar adults and approach them confidently for reassurance and support. This helps children feel emotionally secure and settled. Children benefit from a safe and well-organised environment where they can explore with confidence. They develop an understanding of how to keep themselves safe as they move around the setting and use equipment appropriately, including during outdoor play.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are promoted effectively. Children follow good hygiene routines, such as washing their hands before meals, and enjoy a range of nutritious foods. Mealtimes provide opportunities for children to develop positive attitudes towards healthy eating. Children's emotional wellbeing is nurtured through calm and consistent interactions. They are supported to feel valued and understood, which helps them to develop a sense of security and emotional resilience. As a result, children are happy, feel secure and are well supported to thrive.

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Curriculum and teaching Strong standard

Leaders provide a broad and ambitious curriculum that promotes curiosity, independence and sustained engagement. Staff balance adult guidance with meaningful opportunities for children to explore and investigate independently. This ensures learning is purposeful and engaging. Staff embed foundations in communication and language and early mathematics throughout the day. For example, during sand and water exploration, children fill and empty containers while staff introduce mathematical language such as 'full', 'empty', 'more' and 'less'. Children use this vocabulary in their play and begin to apply it independently. Staff extend sentences and encourage children to describe what they are doing, strengthening understanding through well-timed interaction. Teaching builds step by step so that children gain confidence and deepen their understanding over time.

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Curriculum and teaching Strong standard

Staff adapt teaching thoughtfully so that children with special educational needs and/or disabilities access the full range of learning opportunities. Visual supports, clear modelling and carefully paced interactions help children build knowledge and confidence. Leaders check that the curriculum is implemented consistently across the nursery. Staff use assessment to identify next steps and adjust support accordingly. As a result, children develop secure foundations in communication and language, literacy, mathematics and personal development.

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Inclusion Strong standard

Leaders promote inclusion effectively and ensure that children's needs are identified early, including those with special educational needs and/or disabilities. Staff use regular assessment and information from parents to plan purposeful support that enables children to participate, engage and make progress. Staff demonstrate secure knowledge and understanding of inclusive practice. They use their training and guidance from the special educational needs coordinator to adapt resources, routines and communication effectively. Visual prompts and clear modelling support children to express their needs confidently and take part alongside their peers. Support is embedded within daily practice so that children learn together and develop independence.

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Inclusion Strong standard

Leaders and staff work closely with parents and engage relevant external agencies where appropriate to strengthen support. Strategies are reflected in planning and reviewed regularly so that provision responds to children's changing needs. The key-person approach supports secure relationships and enables staff to understand each child's strengths and next steps. Children develop confidence in communication and social interaction from their starting points. They feel secure, valued and develop a strong sense of belonging within daily routines and experiences. Inclusion is embedded consistently across the setting, and individual needs are recognised and responded to effectively.

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Leadership and governance Strong standard

Leaders provide clear direction and maintain high expectations for care, learning and safeguarding. They ensure that the curriculum builds progressively so that children develop knowledge and skills over time. Planning reflects children's interests and needs, including those with special educational needs and/or disabilities. Leaders monitor the quality of provision regularly. They review practice across the nursery to ensure that teaching supports children's learning and that routines are implemented consistently. This helps to maintain a clear and accurate understanding of the quality of the provision.

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Leadership and governance Strong standard

Leaders support staff through supervision, guidance and ongoing professional development. Staff receive feedback that helps to strengthen their practice and maintain consistency across the setting. Leaders engage in ongoing reflection and review provision regularly. They consider the effectiveness of the provision and make changes where needed to improve outcomes for children.

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Leadership and governance Strong standard

Parents report that their children enjoy attending. They value the communication they receive and feel well informed about their child's development. Parents comment positively on opportunities for children to develop independence and benefit from regular outdoor play. They describe staff as approachable and responsive. These partnerships support continuity between home and nursery. Leaders promote regular attendance and respond promptly where concerns arise. They recognise the importance of attendance for children's learning and wellbeing. As a result, the nursery is well organised and consistent. Children benefit from stable routines, secure relationships and a clear focus on their ongoing development.

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

Children are happy, confident and feel safe and secure in a welcoming and nurturing environment. From the start of the day, they are greeted warmly and supported to separate from their parents with ease. Children settle quickly and engage alongside their friends, moving confidently into familiar routines. Children enjoy a range of experiences that support their learning and encourage sustained involvement. For example, during a music session, children gather eagerly and join in familiar songs. They sing confidently, identify parts of their body and respond to prompts with enthusiasm. They listen carefully, follow instructions and remain focused throughout the activity.

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

Children who speak English as an additional language grow in confidence. They begin to understand and use new words as they take part in daily routines and play. Children with special educational needs and/or disabilities access activities alongside their peers. They

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Address:

St Lukes Church Hall 194 Ramsden Road London SW12 8RQ

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Address:

Type: Childcare on non-domestic premises are included in all aspects of the day and develop increasing independence. Children behave well and show kindness and cooperation. Mealtimes are calm and sociable occasions where children chat with adults and their friends. They benefit from regular outdoor play, where they develop physical skills and confidence. As a result, children feel safe, supported and understood. They develop independence and the skills needed for their future learning.

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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 barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, assistants 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. Registration date: 29/01/2014

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About this inspection

Registered person: Nightingale 1 Montessori Nursery Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:30 - 15:30,Friday : 08:30 - 13:30

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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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