Fledglings Montessori Preschool

Fledglings Montessori Preschool

Unique reference number (URN): 2819355 Address: 46 Ravensbourne Road, Bromley, BR1 1HP Type: Childcare on non-domestic premises Registered with Ofsted: 16/01/2025 Registers: EYR Registered person: Fledglings Montessori (Bromley) 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 excel in all aspects of their learning and development. They feel excited to join in with group learning activities that ignite their imaginations. For example, children giggle excitedly as they sing songs that develop their language. Children also enjoy focused and calming tasks that help them to repeat and develop skills, including using their fingers to manipulate objects. They benefit form an abundance of support from skilled staff. Children who speak English as an additional language learn to express themselves in creative ways. For example, children explore shapes and colours as they paint. They learn the language of their favourite stories in English and their home languages that helps shape their love of books. Children feel inspired to share their reading experiences with their parents and carers. The way that staff track children's progress helps all children to achieve and exceed

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Children's welfare and wellbeing Strong standard

Leaders create an environment where all children benefit from consistently healthy and nurturing attachments with staff. This includes children with barriers to their wellbeing. For example, children who have not attended a pre-school before feel fully part of the community. Leaders are highly responsive to children's individual circumstances, for example working with parents and carers who are new to the community to help them to access services. Children feel welcomed and excited to go to the pre-school and see their staff and friends.

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Children's welfare and wellbeing Strong standard

Staff work with families to understand the risks to children online. They attend training to understand the impact on all children, including those with barriers to their learning. Staff rigorously review their policies and procedures to ensure children's wellbeing needs are met. For example, they use mealtimes as an opportunity to talk to children about healthy foods and nutrition so that children consistently make healthy choices.

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Children's welfare and wellbeing Strong standard

Staff create a culture where children learn to understand their own physical health. For example, they consistently teach children messages about hygiene and healthy eating. Children learn self-care skills that help them to be physically fit and healthy. They enjoy plentiful opportunities for outdoor play, including on trips to the local park as well as in the pre-school garden. Staff create a wealth of enriching sensory experiences that support children's emotional development. For example, children spend time exploring water and sand as they reflect on their feelings. Children develop lifelong healthy habits for their own self-care and wellbeing.

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Curriculum and teaching Strong standard

Children love learning at the pre-school. All staff use what they know about children's individuality to make sure that the curriculum is a true reflection of their interests. Staff involve children in planning the curriculum and follow their lead. Children feel inspired to share their experiences as they learn. Staff work together to embed the teaching of mathematics. Children have unlimited opportunities to repeat and reinforce their skills as they learn about numbers. Staff provide thought-provoking problems for children to solve. They use assessment to ensure that these are precisely matched to children's targets. Children consistently make excellent progress.

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Curriculum and teaching Strong standard

Leader's vision of the curriculum is deeply embedded. They help children to make choices and develop high levels of independence. Children are imaginative learners who need little guidance from staff as they learn through play. The environment that staff create is meticulously planned so that children can access all activities independently. This includes for children with barriers to their learning. These children learn how to use equipment which enhances their learning. For example, children use picture cards to express how they feel or ask for help. Staff adapt their teaching carefully to promote their learning. All staff talk to children in a way that promotes their thinking and use of language. Children are engaged as they have back-and-forth conversations that enhance their language. All children achieve exceptionally well.

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Inclusion Strong standard

Staff diligently identify children's barriers and gaps in their learning. They consistently work together with all parents and carers to access the timely support children need to excel. Staff help children with special educational needs and/or disabilities to understand and celebrate their uniqueness. Children feel confident as they learn to use tools to support learning.

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Inclusion Strong standard

The consideration staff give to the learning needs of children who speak English as an additional language is awe inspiring. For example, staff consistently teach vocabulary and language to children in English and their own languages. Children become impressive talkers and skilled at communicating with others. Staff create adapted visual aids for children with language barriers so that they can consistently express themselves. Leaders have started to share their best practice with others so that this will have a positive impact to children in the local community and beyond.

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Inclusion Strong standard

Leaders consider the barriers to wellbeing of all children. For example, they learn about children's experiences beyond the pre-school, including children who do not have access to gardens. Staff plan enriching and stimulating opportunities for children to develop their physical skills. Children feel motivated to exercise, move and balance. This builds an excellent foundation for children's future physical health.

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Leadership and governance Strong standard

Leaders are highly effective in their roles. They consistently share their vision of an inclusive curriculum that supports all children, including those with barriers to their learning and/or wellbeing, to thrive. Leaders inspire staff to undergo further training that helps them to consistently develop high levels of teaching skills. Staff are highly productive in sharing their own professional development with others. For example, staff share training on school readiness following training at the local school. They support each other by sharing best practice that enhances their confidence. Leaders identify areas for development and address these with staff, including helping children to manage their feelings consistently. This work is ongoing and leaders are supporting staff to embed this consistently across the

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Expected standard

pre-school. All staff feel valued and work together to create an innovative curriculum that they all understand and execute consistently.

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Expected standard

Leaders with responsibility for supporting children with special educational needs and/or disabilities have secure knowledge and skills. They create close links with a wide range of experts so that all children can access support. For example, staff signpost parents and carers to medical professionals to enhance children's wellbeing.

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Expected standard

Staff's communication with parents is impressive. They support families to understand children's learning, any barriers and the way that children learn. This means that children can take their learning beyond the pre-school and share it with their parents in meaningful ways in preparation for their future education.

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Behaviour, attitudes and establishing routines Expected standard

Children positively engage in learning at the pre-school. They are enthusiastic learners who enjoy discovering new skills. Children develop warm relationships with staff who spend time getting to know them well. For example, leaders and staff work closely with parents and carers of new children to find out about children's lived experiences. They consider any barriers to children's learning to help support children to join in. Leaders anticipate and work with parents to breakdown barriers to attendance and punctuality. This helps them to plan settling-in sessions that give children confidence. As a result, all children feel safe, happy and ready to learn.

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Behaviour, attitudes and establishing routines Expected standard

Staff teach children to access the activities independently and make choices. This is consistently implemented at the pre-school. Staff talk to children about their feelings and emotions and this helps children to express themselves. When children struggle to manage their feelings staff typically give them support. However, their approaches to managing incidences where children need to reflect on how their actions impact others are not fully embedded. For example, at times, when children struggle to share or take turns. This means not all children exhibit the best possible behaviour at all times in the day.

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

Every child can be themselves at this pre-school where each aspect of their uniqueness is valued by staff. Children enjoy enriching opportunities to share and celebrate their own family backgrounds. Children's learning is rooted in a deep sense of community that reflects diversity and togetherness. For example, staff make close links with the community through visits from families to share music, stories and culture. Children say 'hello' in their own language each morning. They feel excited to make friends with the nurturing support of staff. Children benefit from staff who create unlimited opportunities to express themselves. When children do not yet have shared language, staff carefully support them to communicate in other ways. Children who speak English as an additional language are given impressive levels of guidance. Staff carefully adapt the environment for children as they learn English. They use a range of visual tools to help children to express themselves. Children feel

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

understood and this helps them to be relaxed and happy.

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

Children have rich opportunities across the pre-school to learn a wide range of skills. Staff consistently take action to promote the attendance of children who face barriers. Children feel excited to join in as they engage in sensory play that helps them to express themselves. Across the setting, staff skilfully promote children's language and help them to grow in confidence. They meticulously select words that they want children to learn. Children have exemplary relationships with staff, who support and encourage them. This helps children to develop a 'can-do' attitude to learning. Staff embed teaching adaptations for children with barriers to their learning. They ensure that children receive vital support from experts to enhance their learning. All children achieve very well. Their learning provides a solid foundation ready for the next stage of their education, including school.

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Next steps

Leaders should develop how staff consistently support children to understand and manage their feelings at all times of the day

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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. Kate Daurge

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Fledglings Montessori (Bromley) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:15 - 12:30,Monday,Tuesday,Wednesday,Thursday : 12:30 - 15:45,Friday : 08:15 - 12:30

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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. 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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