Highview Montessori Day Nursery

Highview Montessori Day Nursery

Unique reference number (URN): 2773070 Address: St. James Church, East Barnet Road, BARNET, EN4 8RN Type: Childcare on non-domestic premises Registered with Ofsted: 22/01/2024 Registers: EYR Registered person: Highview 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 achieve consistently well across the early years foundation stage. They develop secure, age-appropriate skills, confidence and strong independence through well- established routines and meaningful learning experiences. Children make secure progress from their starting points and are well prepared for the next stage of learning, including school.

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Achievement Strong standard

Children who speak English as an additional language participate fully in the curriculum and communicate with increasing confidence. They use new vocabulary in their play and interactions and develop their understanding alongside their peers.

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Achievement Strong standard

Children with special educational needs and/or disabilities are fully included and demonstrate clear progress from their starting points. They develop communication skills, increasing their ability to express their needs and engage with others, alongside growing independence in daily routines. They engage with curiosity, sustain their attention and demonstrate positive attitudes to learning, making independent choices, taking pride in their achievements and building positive relationships with others.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate consistently positive behaviour and attitudes across the setting. Well- established routines support them to move confidently through the day, including transitions, mealtimes and play. Leaders create a calm and nurturing environment with clear, age- appropriate expectations, which staff implement consistently. As a result, children feel secure and understand what is expected of them. Leaders work in partnership with families to promote the importance of regular attendance and punctuality, helping to ensure children benefit fully from the experiences on offer.

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Behaviour, attitudes and establishing routines Strong standard

Children are confident, motivated and highly engaged in their learning. They concentrate for sustained periods and take pride in their achievements. In both the baby and pre-school rooms, children demonstrate strong and developing independence, managing self-care routines such as serving food, cleaning up and making choices in their play. Staff support children consistently, encouraging them to try and celebrating their efforts.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between staff and children are warm and respectful. Practitioners know children well and respond sensitively to their emotional needs. Children settle quickly, including those new to the setting, due to well-structured and supportive settling-in arrangements. The key-person system ensures children feel safe, valued and fully supported. Children learn to cooperate, share and take turns. Staff model positive behaviour and use consistent language, such as 'kind hands', helping children to interact positively and engage fully in activities.

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Children's welfare and wellbeing Strong standard

Leaders and staff promote children's welfare and wellbeing, ensuring children feel safe, secure and valued at all times. Warm, nurturing interactions and consistent care practices support children to develop strong, trusting relationships with staff. As a result, children are confident, settled and engage positively in their daily experiences.

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Children's welfare and wellbeing Strong standard

Staff support children to develop an understanding of their safety, health and wellbeing through daily routines and meaningful interactions. Children learn about healthy practices, such as handwashing, healthy eating and personal care, and begin to understand their importance. Staff provide clear guidance and consistently model safe behaviours, helping children recognise boundaries and keep themselves safe. Staff gather detailed information from parents about sleep routines, feeding and weaning and any allergies or dietary requirements to ensure consistency of care.

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Children's welfare and wellbeing Strong standard

Children develop independence in managing their own needs. They confidently take part in self-care routines, including feeding, toileting and tidying away. This supports their growing sense of responsibility and awareness of wellbeing. The key-person system enables staff to know children well and work closely with parents. Children, including those with special educational needs and/or disabilities, feel secure, included and supported in their emotional and physical wellbeing.

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Curriculum and teaching Strong standard

Leaders and staff provide a carefully planned curriculum that promotes children's engagement, independence and social and emotional development. Leaders have a clear intent for children to develop confidence, resilience and positive relationships. The curriculum draws on Montessori principles alongside the early years foundation stage, supporting independence, concentration and sustained self-directed learning. Staff implement this consistently through well-established routines, secure attachments and purposeful interactions that support children's emotional wellbeing.

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Curriculum and teaching Strong standard

Staff plan meaningful opportunities for children to develop social skills, including turn-taking, sharing and cooperative play through group and child-initiated activities. They support children to recognise and manage their emotions by modelling language, naming feelings and providing consistent guidance. Staff promote early mathematical understanding through everyday routines, such as counting, sorting and using mathematical language during play.

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Curriculum and teaching Strong standard

Leaders monitor children's progress through well-considered assessment, tracking and responsive planning. Staff adapt teaching using Makaton, rich language and inclusive strategies to support communication and development. Children, including those with special educational needs and/or disabilities and those learning English as an additional language, access the curriculum fully and engage confidently. As a result, children are motivated learners who sustain attention, make independent choices and demonstrate consistently positive attitudes to learning.

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Inclusion Strong standard

Leaders establish an inclusive culture where all children are valued and develop a secure sense of belonging. They work closely with families to understand children's backgrounds, experiences and individual needs, including those with special educational needs and/or disabilities and those who speak English as an additional language. This information is used purposefully to shape provision so that all children can access the curriculum alongside their peers, including those who may face additional barriers to their learning and/or wellbeing.

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Inclusion Strong standard

Leaders and staff demonstrate a clear and consistent understanding of children's needs and respond promptly to reduce barriers to learning and participation. Barriers are identified early and addressed through well-matched support. Staff form warm and respectful relationships with children and their families, which supports children's emotional wellbeing and growing confidence. As a result, children are included in daily routines, engage positively in the setting and develop increasing independence.

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Inclusion Strong standard

Staff benefit from targeted training, including on the graduated approach, alongside wider professional development. Leaders have strengthened staff knowledge of Montessori practice through specialist training, which supports consistent and inclusive teaching. Leaders implement well-considered systems to monitor children's progress through assessment, tracking and responsive planning. They work in partnership with parents and external professionals to ensure coordinated support. Adaptations are reviewed and adjusted to ensure they continue to meet children's needs and make a sustained difference to their experiences. Leaders use early years pupil premium funding thoughtfully to reduce barriers, enabling children to make secure progress from their starting points.

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Leadership and governance Strong standard

Leaders have a clear and ambitious vision for the setting, with a strong focus on independence, inclusion and diversity. This vision is clearly reflected in practice, where staff consistently and effectively support children to become confident, independent learners and ensure all children feel valued and included. Leaders work collaboratively with local schools and external professionals to support children's development and smooth, well-planned transitions.

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Leadership and governance Strong standard

Leaders build highly positive partnerships with parents through clear and consistent communication. Parents are actively involved in their children's learning. Leaders respond thoughtfully and promptly to their views, ensuring children's needs are met both at home and in the setting.

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Leadership and governance Strong standard

Leaders set high expectations and support staff to deliver high-quality care and learning. They prioritise staff wellbeing and provide ongoing opportunities for professional development. Staff benefit from regular training, supervision and shared reflective practice, which supports consistency and continuous improvement.

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Leadership and governance Strong standard

Leaders demonstrate a clear understanding of the setting's strengths, particularly in curriculum, independence and inclusion. Effective systems are securely in place to support staff and monitor children's progress. Leaders continue to refine and further develop aspects of provision to enhance children's learning experiences.

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

Children thrive and enjoy their time at this inclusive and nurturing setting. Staff greet children warmly and support them to feel safe, secure and confident on arrival. Babies receive gentle care, including cuddles and reassurance, while older children confidently seek support when needed. These positive and consistent interactions help children to settle quickly and support their emotional wellbeing and strong sense of belonging. As a result, children attend regularly and are eager to participate in their learning.

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

Staff value every child and know them well. They understand children's individual needs, including those with special educational needs and disabilities and those learning English as an additional language. Staff adapt their practice effectively, using strategies such as Makaton, targeted support and collaboration with external agencies to ensure all children can access learning. This inclusive approach supports children to engage fully and attend consistently. As a result, children make excellent progress from their starting points.

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

Children develop strong independence skills across the setting. Babies feed themselves using appropriate utensils and are encouraged to take part in routines. Toddlers and pre- school children confidently manage tasks such as serving food, cleaning up and making choices in their play. Staff support children to develop these skills through consistent routines and encouragement, which helps children to feel confident and secure in their environment.

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

Children engage in activities with enthusiasm and curiosity. Staff use rich language, model communication and support children to explore and learn. Children sustain their attention and enjoy a range of meaningful experiences, including creative activities, storytelling and group interactions. They learn to take turns, share and use positive behaviour, supported by consistent guidance from staff. This positive engagement supports children's motivation to attend and participate.

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

Children feel included and valued. The setting promotes diversity through meaningful experiences, including celebrating different cultures and involving families in children's learning. Strong partnerships with parents support children's development and wellbeing and actively promote the importance of regular attendance. Staff work closely with families to reinforce consistent attendance and ensure children benefit fully from the curriculum. As a

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About this setting

Unique reference number (URN): 2773070 result, children attend regularly and are supported to succeed. Children flourish in a safe and supportive environment.

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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 learners, including 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 additional barriers to their learning and wellbeing.

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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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About this inspection

The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this has on children's learning. The inspector spoke to staff at appropriate times during the inspection and took account of their views.

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About this inspection

The inspector carried out a joint observation with the manager.

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About this inspection

The inspector spoke with the leader about the leadership and management of the setting. The inspector also spoke with the special educational needs coordinator about how they support children with special educational needs and/or disabilities.

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About this inspection

The inspector reviewed relevant documentation, including evidence of the suitability of staff working in the setting.

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About this inspection

The inspector spoke to a number of parents during the inspection and took account of their views.

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Address:

St. James Church East Barnet Road BARNET EN4 8RN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Highview Montessori Ltd

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Address:

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