Eagles Flight Montessori Nursery School

Eagles Flight Montessori Nursery School

Unique reference number (URN): 2802158 Address: The Redeemed Assemblies, 821 Old Kent Road, London, SE15 1NX Type: Childcare on non-domestic premises Registered with Ofsted: 22/08/2024 Registers: EYR Registered person: Eagles Flight Montessori Nursery School 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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Achievement Expected standard

Overall, children achieve well in their learning and development. This includes children with special educational needs and/or disabilities, and other vulnerable children. Children speak in clear sentences and express themselves well, while younger children learn new words. Older children have very secure understanding of letters and the sound they make and are able to recognise their names. Children have secure understanding of early mathematics. They recognise numbers and count securely to 10 and beyond. Children are able to name and recognise different shapes. They learn to do things for themselves as they put on their coats and shoes. Younger children learn to feed themselves. Children gain a wide range of physical skills, from crawling to running and balancing. All children gain secure foundational skills to prepare them for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children are keen learners who engage well with activities. They show secure concentration skills as they learn about how letters are formed and the sounds they make. Children persevere with tasks well, for instance they skilfully transfer all the grains, using teaspoons, from one container to another. They show ability to think deeply and recall the steps needed to plant and grow seeds.

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Behaviour, attitudes and establishing routines Expected standard

Staff manage children's behaviour in positive ways. They have high expectations of children and share their group rules with them, such as to be kind and to respect others. Staff are calm and fair in their approach to managing children's behaviour and use effective strategies. They adapt their strategies to meet the needs of individual children, including those with special educational needs and/or disabilities, and other vulnerable children. For instance, by giving children more one-to-one support to aid their personal and social development children act in positive ways. They play cooperatively together. For example, they take on different roles as they play in the home corner and create stories together. Staff have secure, trusting relationships with children. Children attend regularly and this supports their progress and readiness for school routines.

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Children's welfare and wellbeing Expected standard

Leaders promote children's safety and wellbeing effectively. They carry out daily risk assessments covering all parts of the nursery and remove any hazards. Leaders carry out daily cleaning of all surfaces and ensure that meal preparation areas, bathrooms and nappy changing areas are kept hygienically clean. Staff teach children how to act in safe ways. For example, children walk indoors and sit down when eating. Staff teach children how to act with care and caution when out on trips, such as crossing the road safely with staff. They teach them not to approach dogs that are unknown to them and this helps to protect children from harm.

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Children's welfare and wellbeing Expected standard

Staff ensure that children's packed lunches and snacks are stored appropriately. They sit facing children at meal and snack times, closely supervising all children to keep them safe. Staff teach children about the importance of eating well. For example, children name different fruit and vegetables on a chart. Children name foods that give them protein to help them grow. Staff help children to identify and understand different emotions. For instance, they ask children how they are feeling each morning. Staff use visual resources and stories to help them to identify and understand different feelings.

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Children's welfare and wellbeing Expected standard

Staff ensure that babies sleep safely and securely. They ensure babies sleep on their backs in clear clean cots and stay with them while they sleep. Staff regularly check babies to ensure that they are safe while sleeping. Staff adapt routines to meet the needs of children with special educational needs and/or disabilities and other vulnerable children.

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Curriculum and teaching Expected standard

Generally, the curriculum is interesting, broad, and balanced. Staff prioritise children's personal, social and physical development. They provide interesting activities that focus on the development of different physical skills. For instance, staff organise weekly fun, dynamic music and movement sessions where children learn a range of physical coordination skills. Staff make skilful adaptations to curriculum activities to meet the needs of children with special educational needs and/or disabilities, and other vulnerable children. For instance, by channelling children's energy into organised ball games.

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Curriculum and teaching Expected standard

Staff support children's communication, language and literacy skills securely. For instance, they read books to children and take time to introduce new stories. They encourage children to look at cover illustrations and how they relate to the story. Children engage well with books and interact enthusiastically with stories. Staff sing a range of lively songs and rhymes to help children to learn new words. Staff teach children mathematical concepts, such as height as they compare their height against a measuring rod. Overall, staff provide older children with some opportunities to develop their creative skills, such as drawing and water play. However, the curriculum has not been fully developed to cover a wider range of textures and materials to enhance older children's creative skills. Younger children enjoy exploring the texture of rainbow-coloured rice grains closely supervised by staff. They show

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Curriculum and teaching Expected standard

great interest in the noise it makes as they shake bowls and do this repeatedly. However, staff do not consistently use these moments to enhance children's learning and listening skills.

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Inclusion Expected standard

Staff know how to identify and support a child who is falling behind in their learning and development. They observe children regularly and carry out two-year-old progress checks. From this, they can spot if there are any gaps in learning. Staff talk to parents and advise them to contact relevant professionals, such as doctor or health visitor for further guidance. They readily adapt activities to meet the individual needs of children with special educational needs and/or disabilities, and other vulnerable children. For instance, they organise group games indoors and outdoors to help children who need extra support to develop their social skills. Some staff have attended a course on autism awareness and this has led to better understanding to inform best practice

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Leadership and governance Expected standard

Leaders monitor and support staff effectively. They know each staff member well because it is a small, friendly staff team. They talk to and support each other and leaders meet up with staff individually to discuss and support their work. Leaders identify any training needs of staff and ensure that have opportunities to enhance their skills and knowledge. For instance, staff members are currently completing higher level training in childcare. They have completed training on behaviour management which has led to more consistency in this area. Leaders promote staff wellbeing effectively. For example, they often thank staff for their work and provide treats.

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Leadership and governance Expected standard

Leaders and staff value parents and have successful partnerships with them. They provide parents with daily updates on children's achievement and skills in flexible, effective ways. For instance, they talk to parents each day and provide regular parents' meetings. Leaders and staff ensure that parents have opportunities to support their child's learning. For example, parents borrow books from the nursery to read at home with their child to support children's language and literacy skills. Leaders and staff form wider links with the community, for instance through regular visits to local museums.

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

Children are well-cared for and highly valued in this nurturing setting. Staff have very warm, close relationships with children and value each child highly. They take time to settle new babies and include their home care routines, such as sleep times and comforters, to help children to feel secure. Children feel safe, settle happily and grow in confidence each day. Staff greet children and their families warmly when they arrive and this provides a positive start to the day. They get down to children's level, smile, and embrace children warmly Children learn to get along with others and form close relationships with their peers.

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

Generally, all children, whatever their starting points, achieve well. They enjoy and enthusiastically take part in a range of different activities. Children gain secure understanding of the world when they learn about the life cycle of butterflies. They plant and grow beans in the garden and staff teach them how things grow. Children learn about days of the week, months and seasons which supports their understanding of the world well. They gain secure physical skills. For example, staff support younger children to learn to climb up ladders and go down slides. Older children enjoy learning to use balancing steps. Staff promote the value of regular attendance to parents through discussion. They point out how this supports children's progress and readiness for school. Staff readily adapt curriculum activities to meet the individual needs of children with special educational needs

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Address:

The Redeemed Assemblies 821 Old Kent Road London SE15 1NX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Eagles Flight Montessori Nursery School Limited

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Address:

Register(s): EYR and/or disabilities, and other vulnerable children. Children gain useful skills in preparation for their next stage of learning.

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Next steps

Leaders should ensure staff maximise learning opportunities, particularly for children under two years of age, in relation to their listening skills. Leaders should strengthen the curriculum for expressive arts and design for older children, particularly in relation to broadening the range of textures and materials for children to use and experience.

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About this inspection

The inspector spoke with leaders, staff and children during the inspection. She considered comments from parents.

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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. 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

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

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