Mindful Nurseries - Catford Montessori

Mindful Nurseries - Catford Montessori

Unique reference number (URN): 2780933 Address: St Laurence C of E Church, 37 Bromley Road, London, SE6 2TS Type: Childcare on non-domestic premises Registered with Ofsted: 20/03/2024 Registers: EYR Registered person: Mindful Nurseries 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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Behaviour, attitudes and establishing routines Strong standard

Leaders create a harmonious and respectful culture that enables children to manage their feelings and behaviour effectively. Staff are incredibly warm, caring and approachable. Children play together, often taking turns and waiting without being prompted. They use their 'gentle hands' and remember to use their 'walking feet'.

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Behaviour, attitudes and establishing routines Strong standard

Staff are positive role models for children. They have high expectations for all children's behaviour, which takes into account their age and stage of development. Staff's reinforcement of well-established routines benefits all children, including those who face barriers to their learning. Staff are extremely proactive in promoting a healthy diet. As a result, children develop healthy habits, including a preference for nutritious foods, such as a range of vegetables. During mealtimes, children engage in lively conversations with staff, eagerly sharing their favourite vegetables and saying enthusiastically, 'We love peppers'.

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Behaviour, attitudes and establishing routines Strong standard

Staff carefully track children's attendance to identify any potential issues and address any barriers to attending. They emphasise the importance of consistent attendance, which is beneficial especially for those who may face challenges in their home lives.

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Achievement Expected standard

Children, including those who speak English as an additional language, make typical progress from their starting points. They develop a sense of responsibility during self- initiated activities. Older children know to return resources to the shelf for the benefit of their peers. They manage age-appropriate tasks, such as washing their hands before snacks and mealtimes. Children show high levels of independence.

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Achievement Expected standard

Children develop communication and language skills well. Older children communicate clearly, saying, 'Look, I made 3 aeroplanes', and learn to use signs to express their needs. Children show their curiosity and imagination, such as when looking at pictures of flowers and pretending to smell them. Babies engage with rhymes and nursery songs, listening and singing along. Children have positive attitudes towards their learning. They are generally well prepared for the next stage of their education, including for their eventual move on to school.

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Children's welfare and wellbeing Expected standard

Leaders establish and maintain supportive routines and care practices, including well- established snack and mealtimes. These routines help children, including those who are new to the setting, to understand the rules and boundaries. This provides children with a stable structure to their day. Staff build positive relationships with children, who enjoy cuddles and reassurance. Children are generally settled and emotionally secure.

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Children's welfare and wellbeing Expected standard

Staff have high regard for children's health and safety. Indoors, they reinforce a no-shoes policy in the baby room to maintain cleanliness and protect babies who spend most of their time on the floor. During water play, staff promptly address spills to prevent accidents. Staff teach children about road safety, such as looking both ways for cars when on walks to the outdoor area. During outings, staff are vigilant about children's safety. They identify and minimise risks, for instance, when they visit local playgrounds and museums. These practices help keep children safe while they learn about their surroundings.

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Children's welfare and wellbeing Expected standard

Generally, staff promote children's physical development well. They encourage children to explore and to be active learners. Children are motivated by physical play and enjoy it. They test and practise their developing physical skills, such as walking, balancing and using ride- on toys. At times, access to available space is not consistently organised, which hampers children's ability to build on their physical development.

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Curriculum and teaching Expected standard

Leaders generally understand the quality of the curriculum well. They encourage staff to regularly observe and assess children's learning. Staff use the information to help children make typical progress in their learning. Leaders prioritise children's language development in the educational programmes. Staff provide a wide variety of books in various languages, which children access independently. Staff read books to children in an engaging way and encourage parents and carers to do the same at home. Over time, this extends children's vocabulary and helps them to develop a love of books.

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Curriculum and teaching Expected standard

Staff promote children's personal, social and emotional wellbeing, giving them a sense of safety and security. Staff incorporate numbers into activities to develop all children's early mathematical skills. For example, during water play, they use numbers in English and Spanish. Children make competent attempts at counting along, demonstrating their increasing knowledge of number. They enjoy painting on large easels, which helps to develop their motor skills and movement. Occasionally, staff do not adapt their teaching quickly enough, which prevents children of different ages from being fully challenged and engaged.

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Inclusion Expected standard

Staff create a welcoming home-from-home environment that promotes close attachments between staff and children, particularly those with barriers to learning and wellbeing. This enhances children's emotional wellbeing effectively. Staff engage successfully with parents and carers, who appreciate the support staff give them to reinforce routines at home. Children develop independence and gain important skills, such as putting on their own coats and shoes. Staff help parents to teach children about oral hygiene at home, which promotes children's physical health. Parents value the adjustments made to support their children's needs, particularly those who initially struggle to settle in. They report notable progress in their children's language development and behaviour. Staff are proactive in identifying potential barriers to children's learning. They support bilingual children and those learning English as an additional language. Staff learn basic

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Inclusion Expected standard

words in children's home languages to help them communicate. This gives children confidence in using words, such as in Greek and Italian, with staff.

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Inclusion Expected standard

Leaders guide staff in assessing children's progress based on their starting points and as they move on in their learning. Leaders understand how to work with external agencies to address any gaps children may have in their learning. Leaders prioritise staff's professional development, equipping them to support all children. This helps staff to set high expectations for children.

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Leadership and governance Expected standard

Leaders commit to making decisions that prioritise the best interests of children, especially those who may face barriers to their learning. Thorough processes for gathering information from parents and carers help staff to understand and support children's individual learning needs well from the outset.

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Leadership and governance Expected standard

Leaders actively promote staff's wellbeing, through positive support. Staff report high satisfaction with their working environment. They have regular opportunities to enhance their knowledge and skills. Staff have completed training that has enhanced their understanding of the impact on children of positive communication. This has reinforced the trust and respect between children and staff, leading to even more secure bonds between them.

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Leadership and governance Expected standard

Leaders evaluate the setting rigorously to identify strengths and areas for development. For instance, they have reviewed nappy-changing procedures to further promote children's safety and comfort. Leaders have plans underway to create a gardening and sensory space in the outdoor area to further enrich children's play, particularly for those who thrive in a natural learning environment. They correctly recognise the need to review the available space to allow children to practise and enhance their physical abilities. Leaders acknowledge that there are some inconsistencies in staff's teaching skills, that they are yet to address.

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

This setting has a warm and welcoming atmosphere that reflects a diverse community. Leaders are highly reflective practitioners and have appropriate oversight of the quality of education and care that staff provide for children. Staff work closely with parents and carers

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Inspector:

Marisol Hernandez-Garn and external professionals. Parents value the regular communication and the support staff provide, particularly for children who speak English as an additional language.

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Inspector:

Leaders use their secure understanding of the community to help staff establish positive relationships with children. Children receive effective support for their emotional wellbeing. Staff are consistent in reinforcing daily routines, which provide children with a stable structure to their day. This is particularly beneficial for children who face barriers to their learning. Children are remarkably calm and happy. For example, older children engage confidently in conversation with staff and their peers and babies remain focused while gaining competence in feeding themselves. Staff prioritise supporting children's excellent behaviour and attitudes. Children play harmoniously and show great care for each other. For example, older children show those who have recently transitioned into the room, how to find resources and how to care for them.

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Inspector:

Generally, the curriculum is broad and tailored to children's ages and needs. Leaders prioritise children's language development as a key focus in the educational programmes. For instance, during planned activities, babies learn about animal names and the sounds they make. Staff read stories to children in English and other languages, helping to extend their vocabulary. Staff encourage children to explore resources that develop their creativity and mathematical skills. Older children complete jigsaw puzzles and sort wooden blocks, by size. Children make typical progress from their starting points.

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Next steps

Leaders should support staff to enhance their teaching to a consistently high level, to help children make the best of all learning experiences. Leaders should review the organisation of the learning environments to promote children's physical skills even further.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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 provision that is registered on the Early Years Register. The registered person must ensure that the 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:

St Laurence C of E Church 37 Bromley Road London SE6 2TS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Mindful Nurseries Ltd

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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