Arborfield Village Montessori Nursery

Arborfield Village Montessori Nursery

Unique reference number (URN): 2754458 Address: The Pavilion, Arborfield Park, Swallowfield Road, Arborfield, Reading, RG2 9JR Type: Childcare on non-domestic premises Registered with Ofsted: 16/10/2023 Registers: EYR, CCR Registered person: CASA DEI BAMBINI MONTESSORI 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 consistently strong progress and achieve above the levels expected for their age and stage of development. Activities are purposeful and provide children with age- appropriate learning experiences that support children's ongoing development effectively. Children's learning is skilfully supported, enabling them to embed new skills securely and build on what they already know. As a result, they demonstrate high levels of confidence and are well prepared for the next stage in their learning. Staff use praise and positive reinforcement effectively to promote children's self-esteem. This encourages children to develop a determined and enthusiastic approach to their learning. Consequently, children become independent, motivated learners who achieve exceptionally well. This includes children with special educational needs and/or disabilities and children who speak English as an additional language.

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Children's welfare and wellbeing Strong standard

Children's care needs are met well. The key-person system is highly effective, and staff have a secure understanding of each child's needs. This enables them to provide consistent support that helps children feel safe and settled. Staff consider, and meet, children's individual needs and understanding, such as children with special educational needs and/or disabilities and children who speak English as an additional language, and adapt their approach and interactions to meet the child's needs.

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Children's welfare and wellbeing Strong standard

Children learn how to keep themselves safe, both online and when out in the community. The provider has risk assessments in place to ensure that children are kept safe when exploring the local area. Staff use these opportunities to help children develop an age- appropriate awareness of potential risks and how to manage them. Routines are embedded, and children know what is expected of them.

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Children's welfare and wellbeing Strong standard

Children are supported to develop an understanding of how to keep themselves healthy through exercise and a healthy diet. They learn about the people in the community who help us. For example, visits from the police and firefighters help children understand the vital role they play in the community. In addition, they learn about fire safety and how to keep themselves safe, for example, if approached by a stranger. Staff support children to understand and manage their emotions effectively, helping them build resilience and secure personal and social skills.

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Behaviour, attitudes and establishing routines Expected standard

Staff build secure and trusting relationships with children, who they know well. As a result, children feel safe, confident and ready to learn. Staff use positive reinforcement and regular praise, so children understand what is expected of them and behave well. Children play well alongside one another and are beginning to develop positive social skills. However, staff do not always recognise moments when stepping back would enable children to build their peer relationships further.

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Behaviour, attitudes and establishing routines Expected standard

Staff act as strong role models. They consistently encourage the use of good manners, and children understand hygiene routines, such as handwashing. Staff take into account children's individual stages of development and unique needs when giving instructions or support, ensuring that expectations are realistic and age-appropriate. The provider works well with parents to help them understand the importance of regular attendance and its impact on children's progress. This supports children to have regular routines that build their emotional security, learning and development from an early age.

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Curriculum and teaching Expected standard

The curriculum is well designed and thoughtfully sequenced. The provider carefully considers the opportunities and new experiences that will enhance children's learning and development. This ensures that children access a broad and ambitious curriculum that meets all areas of the early years foundation stage. Staff plan a wide range of activities based on their observations and assessment of children to support learning. However, at times, they are not fully clear about the intent of these activities or what specific learning they want children to gain from them. During these times, children do not build on specific developmental needs.

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Curriculum and teaching Expected standard

There is strong support for children's communication and language development. Staff use carefully considered questioning to encourage children to think, recall previous learning and extend their understanding. Staff give children time to process and respond, which further strengthens their communication skills. In addition, children who speak English as an additional language are supported effectively to develop their English skills. Staff use a range of strategies, such as incorporating key words from the child's home language alongside English, to strengthen understanding and communication.

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Curriculum and teaching Expected standard

Mathematics is embedded well throughout the curriculum and is a particular strength of the setting. Children benefit from many opportunities to problem-solve, explore number and shape and challenge their thinking. Staff skilfully give children the time and space they need to work things out independently. Staff plan activities for children to develop an understanding of the world around them. They learn about other cultures, beliefs and celebrations, helping them to appreciate diversity and understand what makes themselves and others unique.

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Curriculum and teaching Expected standard

Opportunities for outdoor learning are used effectively to support children's physical development. Staff recognise the importance of fresh air and providing opportunities for children to be physically active. They plan a range of activities both outdoors and indoors, such as dance and physical play. Staff know the children very well and build strong, nurturing relationships with them.

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Inclusion Expected standard

Leaders ensure that information gathered from parents, regular observations and assessments are used effectively to establish children's starting points. Ongoing assessments identify where there may be gaps in children's development, and staff use this information to plan appropriate support.

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Inclusion Expected standard

Staff have a secure understanding of how and where to access additional support for children and their families. They work closely with outside agencies and understand the valuable role these agencies play in advising and supporting families to ensure that children receive timely and coordinated support. Partnerships with parents, and other professionals, ensure consistency for children, reducing barriers to learning and helping children to make progress at a developmentally appropriate pace.

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Inclusion Expected standard

Staff adapt their approach and use a range of strategies to help children achieve to the best of their ability. They share this information with parents so the support can be continued at home. This provides consistency for children and enables them to make continuous progress in their development. Staff understand who is eligible for additional funding and how this can be used to benefit children's learning and progress.

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Leadership and governance Expected standard

The passionate and enthusiastic leaders demonstrate a strong commitment to delivering high-quality care and education. They have clear oversight of the setting and an accurate understanding of its strengths and areas for development. This reflective practice contributes positively to continuous improvement.

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Leadership and governance Expected standard

Staff are well supported and valued in their roles. This is evident in the positive, nurturing atmosphere within the setting and in the staff's evident enthusiasm for providing the best outcomes for children. Leaders identify staff's professional development needs effectively and take timely action to address these, including providing appropriate training that enhances practice. For example, leaders have identified that some staff need support in gaining a better understanding of how children learn through play and understanding the intent of activities they are providing. They are currently supporting staff with this to develop their practice further to benefit children.

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Leadership and governance Expected standard

Leaders understand potential barriers to children's learning and development, including children with special educational needs and/or disabilities and children who speak English as an additional language. They work together with staff, other agencies and families to provide guidance, targeted support and appropriate strategies, ensuring that children are able to make the progress they are capable of. Staff work hard to support children's personal, social and emotional development, and, overall, this has a positive impact on children's development. However, at times, staff do not recognise when they could step back to let children develop relationships with their peers further.

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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

Children are happy, settled and confident. Staff have created an environment that is warm and welcoming. As children arrive, they choose from a wide range of equipment and resources that excite, inspire and challenge them in their learning. Staff know children well and use information gathered from parents to plan effectively for children's individual needs. As a result, children feel safe, secure and ready to learn.

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

Children are confident, independent learners who develop appropriate knowledge and skills for their age and beyond. Staff take careful account of children's starting points and, through regular observations and assessments, plan activities that support progression across all areas of learning and development. However, at times, staff are not always clear on the intent of activities and what knowledge they want children to gain. Children develop strong independence skills as they are encouraged to complete tasks for themselves, including managing their own self-care needs. Staff provide encouragement and support that helps children persevere and build resilience. Staff identify any barriers to learning, including for children with special educational needs and/or disabilities and children who speak English as an additional language. They work closely with parents and, where appropriate, external agencies to plan tailored activities and support. As a result, all children make secure

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

Staff are positive role models, and children behave well. They understand what is expected of them and show that they feel safe and secure. Children play well alongside one another and build respectful relationships, although, at times, staff miss opportunities to help them build these friendships even further. Staff celebrate children's individuality and plan activities

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Address:

The Pavilion Arborfield Park Swallowfield Road Arborfield Reading RG2 9JR

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Address:

Type: Childcare on non-domestic premises that promote an understanding of similarities and differences. For example, parents share information about their heritage and provide words from their home language. Parents are invited into the setting to read stories and share key vocabulary in their home language. This helps children to take pride in their cultural identity and confidently share words from home.

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Address:

Leaders and staff work effectively with parents to promote the importance of attendance and punctuality, ensuring that families understand the impact this has on children's development and wellbeing.

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Next steps

Leaders should provide support for staff to recognise and understand the intent of activities provided for children. Leaders should ensure that staff let children take the time they need to build relationships with their peers.

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About this inspection

The inspector spoke with leaders and practitioners 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: 16/10/2023

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About this inspection

Registered person: CASA DEI BAMBINI MONTESSORI LTD

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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