West Ealing Montessori Nursery (Bilingual-French)

French)

Unique reference number (URN): EY494264 Address: Ealing Liberal Synagogue, Lynton Avenue, London, W13 0EB Type: Childcare on non-domestic premises Registered with Ofsted: 21/09/2015 Registers: EYR Registered person: Creative Minds Nurseries 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 Strong standard

Children consistently make sustained progress across all areas of their learning and development. They are very well prepared for the next stage, including school. All children are fully engaged in age-appropriate activities. Children and babies concentrate and persevere as they master new tasks. For example, older children concentrate as they thread laces. Babies become engrossed in using posting boxes. These activities help to develop their small muscles.

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Achievement Strong standard

Children are highly confident speakers. They ask questions, express their ideas and link what they learn to their own experiences. They talk about going on holiday and that aeroplanes have wings as they pretend to fly toy birds. Children who speak English as an additional language receive excellent support. They benefit from staff using key words in their home languages and take part in French speaking groups. Children benefit from staff using signs and picture cards to extend their communication skills even further.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have high expectations for children's behaviour. They are polite and respectful. Staff manage children's behaviour effectively and consistently. Children share respectful and trusting relationships with each other. Leaders and staff take account of children's age and stage of development. Children quickly develop positive patterns of behaviour from an early age. Staff frequently ask children about their feelings. This helps children explore how they feel and understand how their behaviour may impact on others. Staff praise and encourage children. This helps to develop children's self-esteem. Children behave very well and know what is expected of them in this well-structured and calm setting. They play harmoniously, act kindly and share. Children have positive attitudes to their learning and understand routines. This helps to prepare them very well for school. Leaders and staff work with families to establish consistent routines and to identity and

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Behaviour, attitudes and establishing routines Strong standard

address any triggers to negative behaviour. They make careful adjustments for children who face any barriers to their learning, which has a positive impact on children's engagement. For example, children use sensory resources to help them relax. Leaders explain to families the importance of being punctual and attending regularly to support children's learning.

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Children's welfare and wellbeing Strong standard

Leaders give high priority to children's welfare and wellbeing. Suitable policies and procedures underpin their practice. These are rigorously reviewed and amended to meet children's needs effectively. This is particularly evident with children who face any barriers to their learning. Children have continuous opportunities to learn about the importance of a healthy diet and exercise, and the impact this has on their bodies. They enjoy fresh healthy food that is prepared to meet their individual dietary needs. Staff talk to children about healthy food during mealtimes, which helps them learn how to make healthy choices. Children enjoy sociable meals with their friends and staff. They consistently learn about positive manners. This helps children to develop positive patterns of behaviour. Children receive encouragement to wash their hands before meals and self-serve. This supports their growing independence.

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Children's welfare and wellbeing Strong standard

Children thoroughly enjoy physical play. They play freely in the outdoor area. Children have opportunities to go on nature walks and use large apparatus in nearby parks. Young children and babies navigate the indoor and outdoor spaces with growing confidence and coordination. Children learn about oral health and take part in activities that support their understanding of the importance of regular tooth brushing.

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Children's welfare and wellbeing Strong standard

Staff carefully plan care routines to meet the individual needs of each child. Nappy changing routines are conducted with sensitivity and with respect for babies and young children's dignity and privacy. Staff talk to them gently, so they understand about the need for routine care and what is happening.

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Curriculum and teaching Strong standard

Leaders plan an exciting and ambitious curriculum. Children engage in a wide range of focused and free-play activities. Staff carefully link these to children's interests and help children to make connections in their learning. Leaders and staff understand what they want children to learn, and they build on what children can do. All children, including those who face any barriers, gain the secure skills they need for future learning.

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Curriculum and teaching Strong standard

Staff place a focus on developing children's communication and language. They consistently encourage children to share their ideas and listen carefully to their responses. Staff introduce new words to extend children's vocabulary. They talk about the environment and how toucans live in the rainforest. Children excitedly search treetops, using binoculars in their play rainforest. They imaginatively pretend to drive a safari jeep. Younger children and babies enjoy simple stories and engage in back-and-forth interactions with staff.

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Curriculum and teaching Strong standard

Children constantly benefit from opportunities to develop mathematical language and skills. Toddlers count as they join in number rhymes. Babies post different-shaped objects in boxes. Children engage in sensory play. They measure, scoop and pour and learn about position and size during daily activities. Staff plan daily opportunities for children to have physical play. Babies practise their skills in walking. Children enjoy ball games provided by an external sports group.

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Inclusion Strong standard

Leaders are very effective in identifying each child's unique and emerging individual needs. They act quickly to reduce any barriers in children's learning. Staff have appropriate training and support to help them to be able to identify and support children's needs. This helps all children to make excellent progress from their starting points. Leaders and staff continually monitor, review and plan for the next steps in each child's learning to ensure that no child is left behind.

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Inclusion Strong standard

Leaders and staff rapidly identify when children may benefit from additional support. The identify carefully considered strategies and quickly put them in place. All staff understand these strategies fully. For example, they make careful adaptations to routines, such as mealtimes and rest times. In addition, staff plan and provide small and focused language groups to support children with their communication and language development. Leaders and staff make sure parents and carers are fully involved and work with other professionals. This provides a consistent approach and helps to ensure the best outcomes for children.

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Inclusion Strong standard

Leaders know how to identify families who may be entitled to additional funding and how to help parents access funding. They understand that any additional funding is to be used to target plans to support children's needs and improve outcomes for children.

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Leadership and governance Strong standard

Leaders and staff are professional and work very effectively together as a team. Leaders have high expectations and are very ambitious for all children. They work continuously to provide high-quality care and education for all children who attend. Leaders are highly reflective and recognise their strengths and where they can make more improvements. They demonstrate a commitment to continuous improvement to raise the quality of provision to the highest level.

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Leadership and governance Strong standard

Leaders build very positive relationships with parents and carers. Parents speak highly of the leaders and staff. They say their children are very happy to attend. Parents comment that their children are very well supported and make excellent progress. Staff keep parents well informed about their children's progress and ways to support their children's learning at home. Leaders share information with other professionals involved in children's care and learning to provide a consistent approach. They work with teachers from local schools to help prepare children for their eventual move to school.

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Leadership and governance Strong standard

All staff say they are very happy working in the setting and are well supported by leaders. Leaders ensure staff's workloads are manageable and provide social opportunities to support team-building. Staff have regular opportunities for professional development, including guidance on supporting children who face barriers to their learning and those with special educational needs and/or disabilities. In addition, they attend training to support the needs of babies. Ongoing support, supervision sessions, team meetings and training ensure staff can continually develop their knowledge and skills to achieve the best possible outcomes for children.

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

Children arrive happily and settle very quickly in this calm and well-organised environment. Children and babies share very positive relationships with the adults who care for them. This helps children to feel secure and safe. The effective key-person system helps staff to understand and meet babies' and children's needs. This helps babies and children to develop a real sense of belonging

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

This nurturing environment enables all children to be able to thrive and achieve. The setting is inclusive and welcoming to all families and children. Leaders organise stay-and-play sessions and events for families to help them feel included.

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

Children are eager to learn and quickly engage in activities, which inspire them very effectively. Children show high levels of concentration and engagement. They clearly articulate what they know. For example, children study picture cards and identify which link to the ground, air and sky. Children develop a love of books. They enjoy stories and borrow books to enjoy at home. Babies enjoy simple stories and learn to handle books.

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

Children clearly understand what is expected of them. They receive consistent support to understand and manage their feelings and emotions. Children have constant opportunities to learn the importance of being kind and respectful to others. For example, they learn about being caring and compassionate to older people. Children play cooperatively, share and take turns with their friends.

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

Children rapidly develop their independence and are encouraged to try to do things themselves. Staff are nearby to offer children support when they need it, while helping children to develop confidence and self-care skills in preparation for the next stage. Children learn about the importance of recycling and clear away after meals. They take care of resources and know to put these back when they finish playing.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all

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Address:

Ealing Liberal Synagogue Lynton Avenue London W13 0EB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Creative Minds Nurseries Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00,Friday : 08:00 - 17:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, 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. This data is from 3 June 2026

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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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