Park Royal Montessori Nursery

Park Royal Montessori Nursery

Unique reference number (URN): EY451672 Address: 3A Unimix House, Abbey Road, LONDON, NW10 7TR Type: Childcare on non-domestic premises Registered with Ofsted: 12/09/2012 Registers: EYR, CCR Registered person: Kindervine Day Nursery 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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Behaviour, attitudes and establishing routines Expected standard

Children behave well, show consideration for others and enjoy playing together collaboratively. For example, older children measure and compare their heights, helping each other with a measuring tape. Children build warm relationships with staff and their peers. They routinely use positive manners, such as saying 'please' and 'thank you'. Leaders and staff set clear expectations for rules and boundaries. Staff ensure expectations are appropriate to the individual needs of children. They are positive role models and encourage children to help with small tasks. Staff gently remind children to follow instructions. For example, they encourage children to walk while indoors and to pick up toys from the floor so that it is safe for them to move around.

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Behaviour, attitudes and establishing routines Expected standard

Children receive praises for their efforts and achievements. This contributes to building their self-esteem. Children show that they are proud of their accomplishments and are eager to share them with adults and their peers. Leaders and staff understand the importance of children's attendance. They monitor children's attendance and punctuality through a daily register. Leaders follow up absences quickly, with calls and home visits if necessary, to ensure children's safety.

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Children's welfare and wellbeing Expected standard

Staff promote positive hygiene and healthy habits. They encourage children to wash their hands regularly and to develop independence in managing their self-care. Children enjoy playing with dentures and toothbrushes. They comment on how to get the 'dirty bits' away and why it is important to clean their teeth. This supports children's early understanding of oral health. Children sit together at the table to enjoy healthy and homemade meals. From a young age, they serve themselves and eat competently with cutlery.

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Children's welfare and wellbeing Expected standard

Staff have attended safer sleeping training to provide children with a suitable and safe environment in which to rest. Children sleep in individual cots in a separate room. This ensures they are not disturbed by those continuing playing. Staff follow safe procedures for monitoring and checking sleeping children and maintain a record of these checks.

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Children's welfare and wellbeing Expected standard

Staff establish responsive relationships with children, helping them feel secure and valued. They gently support children who face barriers to learning or wellbeing to participate in play alongside their peers and to build friendships. Staff support children to help them to understand their emotions. As a result, they are starting to recognise when they are feeling sad or tired. Children approach staff for reassurance and enjoy cuddles when needed.

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Inclusion Expected standard

Leaders create an inclusive environment. All children, including those with special educational needs and/or disabilities and those who face other barriers to learning, feel welcomed and that they belong. Staff take the time to get to know children to understand their individual needs and interests. For example, for children who speak English as an

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Needs attention

additional language, staff collect words from their families to support their communication skills. This helps to reduce barriers to their engagement.

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Needs attention

Leaders work with parents and carers, external professionals and specialists, such as speech and language therapists, to support all children's development. Generally, staff understand the graduated approach. However, targeted training for staff is not yet fully embedded across the setting, leading to some inconsistencies in practice. Staff adapt the provision so all children can take part in ways that benefit them. For example, during story times, staff make sure that children with hearing difficulties are seated where they can clearly see who is talking and any visual cues. They also guide other children to communicate considerately, such as by positioning themselves in front of their peers when talking to them. This helps all children to feel included.

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Needs attention

Staff provide a shared library so that all children have access to books. Parents comment that they like to borrow these books and share stories with their children. This ensures that every child is given the opportunity to develop a love for reading and their communication and language skills.

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Achievement Needs attention

Some children do not extend their learning effectively due to weaknesses in practice. As a result, they make some progress from their starting points, but opportunities for them to build on what they know are not consistent. Therefore, not all children make the progress they are capable of.

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Achievement Needs attention

Children are independent, happy and settled at this setting. They take part in a range of activities across all areas of learning, and they are curious and eager to share their ideas. Children with special educational needs and/or disabilities receive effective support. They are increasingly confident communicators as a result of targeted support.

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Achievement Needs attention

Older children demonstrate they know their routine well. They help tidy up and line up sensibly at the door to get ready to go outside. Overall, children develop the skills needed for school. However, achievement across the setting remains inconsistent. Younger children show engagement during sensory experiences, for example when they make marks in flour.

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Curriculum and teaching Needs attention

Leaders plan a curriculum that covers all areas of learning and development and reflects children's individual needs. However, the quality of teaching is variable, and there are inconsistencies in the implementation of the curriculum. While older children benefit from a well-sequenced curriculum, staff in the toddler room do not consistently extend younger children's play through purposeful interactions. As younger children move between activities of their choice, there are prolonged periods of time where effective interactions from staff are limited. For example, during role play, children are not always supported with modelling or questioning to deepen their understanding. This limits younger children's learning during some activities.

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Curriculum and teaching Needs attention

Older children count and take part in sorting activities. Staff help them to observe differences in the items' features and sizes. They then introduce words such as 'big', 'small' and 'more' that children use in different contexts. Staff use strategies, such as visual aids and simplified language, to help children with special educational needs and/or disabilities to take part in activities and routines. Younger children are curious and enjoy exploring the range of resources on offer.

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Curriculum and teaching Needs attention

Children have opportunities to develop their physical and social skills. Older children enjoy spending time outdoors, where they improve their balancing skills while walking on beams. Younger children take turns and develop their coordination skills as they climb the step to the slide. They giggle while reaching the top of the slide and slide down.

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Leadership and governance Needs attention

Leaders reflect on their practice and have worked to address some of the previous recommendations. They use staff meetings and end-of-day reflection to review what went well and identify areas requiring development. However, leaders have not yet tackled inconsistencies in the curriculum and practice to ensure that all staff enhance and extend children's learning further.

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Leadership and governance Needs attention

Staff report that they feel supported by the provider and that their wellbeing is promoted. Leaders ensure that staff have access to training opportunities. However, this has not yet had sufficient impact on improving the quality of teaching across the setting.

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Leadership and governance Needs attention

Leaders work in partnership with parents and carers and other professionals to foster children's development. They ensure that children with special educational needs and/or disabilities get the specialist support they need. Parents and carers comment positively about staff and the care their children receive. They comment that children settle quickly and are happy to attend due to the warm relationships they form with the caring staff.

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

Since the previous inspection, there has been some progress to improve the quality of experiences for children. However, some staff do not consistently use their interactions with children to extend their learning further. This impacts on the quality of the curriculum provided, which is still variable. Nevertheless, children are happy and enjoy attending the setting. They form warm relationships with staff, who know them well. Staff welcome children on arrival, and they part from their parents and carers with ease. Younger children enjoy cuddles and seek comfort from familiar adults, who respond sensitively to their needs. Children feel secure and know the routine well. They hang up their bags and quickly choose what they want to play with, exploring the inviting environment. Older children show increasing independence, such as personal care and putting their coats on. This supports their readiness for school.

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

Children understand the clear expectations for their behaviour. Staff model how to share and encourage children to take turns, using simple language and consistent strategies. For example, they use sand timers to help children to know when it is their turn. As a result, children behave well and play cooperatively. In addition, staff praise children's efforts and achievements, which promotes their self-esteem. Children enjoy songs, stories and sharing books with staff. Younger children turn pages and point at the pictures. In addition, they request songs by name and smile as they sing. Older children actively listen to stories and answer questions. This supports their communication and language skills.

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

Leaders plan outings and activities to broaden children's experiences. For example, children have music and football sessions led by specialist teachers. They enjoy outings to the theatre, visits to see wallabies at the park and walks in nature and in the local community. Staff use these experiences to help children develop an understanding of the world.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

monitor and improve the delivery of the curriculum to support staff to consistently extend children's learning through high-quality interactions across the setting. 25/05/2026

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Address:

3A Unimix House Abbey Road LONDON NW10 7TR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Kindervine Day Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Address:

Local authority: Brent Leaders should ensure that all staff consistently use purposeful interactions to extend children's learning and build on what they already know. Leaders should provide targeted support to staff to further raise the quality of teaching so that all children make secure progress from their starting points.

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About this inspection

The inspector spoke with the manager, special educational needs coordinator, 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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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. 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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