Honey Bears Montessori

Honey Bears Montessori

Unique reference number (URN): 2743681 Address: Eastcote Methodist Church, Pamela Gardens, Pinner, HA5 2QU Type: Childcare on non-domestic premises Registered with Ofsted: 04/07/2023 Registers: EYR Registered person: Honey Bears Montessori Ltd

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm.

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Safeguarding standards not met

Leaders do not ensure that safeguarding information is shared appropriately with staff. Important information about children, including those who may be vulnerable or receiving support from other agencies, is not communicated to those who care for them. This means staff do not always have the knowledge they need to respond to concerns and keep children safe. There are gaps in leadership oversight, particularly when the designated safeguarding lead is not present. As a result, there is not always a suitably informed person, with full knowledge of safeguarding concerns, available to monitor children's welfare.

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Safeguarding standards not met

Despite this, there are some strengths in safeguarding practice. Leaders have improved vetting and recruitment arrangements. They follow safer recruitment procedures, obtain appropriate references and ensure staff have relevant suitability checks. Risk assessments are in place and support children to play safely indoors and outdoors. Staff demonstrate an understanding of the procedures to follow if they have concerns about a child's welfare or about an adult working with children. They know how to report concerns and understand whistleblowing procedures.

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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 Needs attention

Children make variable progress due to inconsistencies in teaching and support. Some children, including those with special educational needs and/or disabilities, do not receive consistent targeted support. At times, staff do not give children enough time to respond when asking questions. This limits opportunities for children to express their ideas and thoughts and develop their language further.

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Achievement Needs attention

Despite this, children show positive attitudes to learning and engage in activities with interest. They follow routines and manage their own needs with growing independence. Children develop listening and attention skills during group activities and sustain focus during some shared experiences. For example, children follow their interests in dinosaurs through stories told using props that sustain their engagement. They name different dinosaurs, such as Tyrannosaurus-Rex, demonstrating developing vocabulary and understanding. Children use simple mathematical language, such as big, small and more, during play. Overall, children make progress, but this is not consistent for all.

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Behaviour, attitudes and establishing routines Needs attention

Leaders do not take a strategic approach to monitoring children's attendance, particularly for those who may be vulnerable. Leaders do not evaluate patterns of absence or ensure staff follow up concerns in a timely way. Staff do not have the information they need to monitor attendance and respond to concerns. This limits their ability to support children's welfare and reduces their awareness of potential risks.

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Behaviour, attitudes and establishing routines Needs attention

Despite this, staff act as strong role models and teach children to be kind and respectful. They embed this consistently in daily practice through clear expectations and positive interactions. Consequently, children behave very well and show respect for others. They understand what staff expect and follow routines with confidence.

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Behaviour, attitudes and establishing routines Needs attention

Children take responsibility for their environment and care for it well. For example, they tidy resources and clean up after themselves. Children demonstrate positive attitudes to learning and engage well in activities. They show growing independence as they manage routines, care for their belongings and make choices in their play. Children cooperate with others, take turns and build positive relationships with their peers and adults.

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Curriculum and teaching Needs attention

Staff do not consistently deliver teaching that meets children's stage of development. Staff do not always adapt activities effectively or build on what children already know. At times, activities are presented in ways that are too complex for children to fully understand. This reduces engagement and limits children's ability to achieve the intended learning.

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Curriculum and teaching Needs attention

Despite this, staff provide a range of rich-learning opportunities based on children's interests. Staff plan activities such as space-themed play, where children dress up, build models and explore ideas together. Staff support children to learn about the world around them. For example, children learn about their local neighbourhood through visits and discussions about places such as shops and the post office. Staff interact warmly with children and join in their play. They use questioning and hold high-quality interactions with children. However, they do not typically give children enough time to respond during conversations. This limits children's progress in developing their thinking and communication skills, including children with special educational needs and/or disabilities. Staff support children's early mathematical development. Children count, compare size and use language such as big, small and more during play. However, staff do not consistently build on this

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Curriculum and teaching Needs attention

learning to deepen understanding or support all children to achieve their potential.

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Children's welfare and wellbeing Urgent improvement

Leaders do not ensure that the key-person system works effectively. Systems to share information about children are not robust. As a result, staff do not always support children's individual needs well enough.

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Children's welfare and wellbeing Urgent improvement

Despite this, staff build warm relationships and create a calm environment. They supervise children during snack and mealtimes to keep them safe. Children sit in small social groups with their friends, supported by staff who join in their conversations. They eat fruit and talk about where it comes from, such as how apples are grown. This supports their understanding of healthy eating and where food originates from and an understanding of the wider world. Children bring packed lunch boxes from home and manage their belongings independently. Staff promote good hygiene and encourage handwashing. Older children manage their self-care needs with growing independence.

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Inclusion Urgent improvement

Leaders do not ensure they meet the needs of all children effectively. Leaders do not ensure staff understand and support children who need additional help. This includes children with special educational needs and/or disabilities and those who may be vulnerable. Leaders do not ensure staff have the information needed to support these children. As a result, staff do not provide consistent or targeted support. Leaders do not ensure staff are aware of or implement information and strategies to use from individual support plans. Staff do not adapt teaching or interactions to meet individual needs well enough. This limits children's access to the curriculum and their progress in learning. They do not ensure inclusive practice is consistently effective.

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Inclusion Urgent improvement

Despite this, staff engage attentively with children, and this supports children in developing positive attitudes to learning and engagement in play with interest. Staff interact warmly with children and show kindness in their interactions. Children build relationships and play alongside their peers. They follow routines and make choices in their play. This supports their growing independence and confidence. Children join in activities, such as music sessions, and listen attentively. They follow instructions, take turns and cooperate with others.

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Leadership and governance Urgent improvement

Leaders do not ensure that safeguarding arrangements are effective. There are systematic failures in leadership and governance, particularly in how leaders communicate. Leaders do not ensure they obtain and gather key information when children start at the setting. They do not ensure staff have the information they need to understand children's needs or respond appropriately to support and safeguard them. This includes children with special educational needs and/or disabilities and those who may be vulnerable. Leaders do not ensure that a suitably informed person with full knowledge of individual children's safeguarding concerns is available at all times. This creates gaps in oversight and prevents staff from monitoring children, including their attendance consistently, to keep them safe. Leaders do not establish effective systems to support consistent practice. Leaders do not implement the key-person approach effectively and do not deploy staff appropriately.

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Leadership and governance Urgent improvement

Leaders do not monitor the quality of teaching and curriculum delivery closely enough to identify and address weaknesses. Leaders do not use supervision effectively, which results in variation in teaching and care.

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Leadership and governance Urgent improvement

Leaders maintain links with the local authority to access support and training and to ensure staff complete mandatory training, such as safeguarding and first aid. Staff report that they feel supported in their roles and understand procedures for reporting concerns.

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

Children do not consistently receive the support they need. Staff do not always have the information they need about children's individual needs, including those with special educational needs and/or disabilities (SEND) and those who may be vulnerable. This means children do not always receive support that meets their needs.

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

Children experience teaching that is not consistently effective across the staff team. Staff speak clearly to children and model language well, helping them hear correct speech. However, they do not always adapt activities to match children's stage of development. At times, children become confused or lose interest when activities do not make sense to them. Staff do not consistently give children enough time to respond, which limits opportunities to develop speaking and thinking skills.

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

Children do not always benefit from an effective key-person approach. Leaders do not consistently deploy key persons to support their key children. Other staff working with children do not always know the detail of their individual needs or support plans. This means children, including those with SEND, do not consistently receive targeted support or effective strategies to meet their needs.

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

Despite this, children arrive happily and settle quickly. They show positive attitudes to learning and engage in play with interest. Children develop strong independence as they manage routines, care for their belongings and make choices in their play. Children build warm and trusting relationships with staff and behave very well. They show respect for others and follow clear expectations and routines, which supports their confidence.

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

Children enjoy physical activities, such as balancing and climbing, which supports their balance and coordination. They explore early mathematical ideas through counting and comparing size. This supports children's early mathematical development as they begin to understand concepts such as size and quantity through play.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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Action Completion Date

ensure that all safeguarding information is shared promptly with relevant staff so they can take appropriate action to keep children safe 26/06/2026

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Action Completion Date

ensure that safeguarding knowledge held by the designated safeguarding lead is systematically communicated and embedded across the staff team so that there is always a suitably informed person with full awareness of any safeguarding concerns, including when the manager is absent 26/06/2026

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Action Completion Date

ensure there is robust monitoring of children's attendance and welfare, particularly for those who may be vulnerable, so that any concerns are identified and acted upon in a timely way 26/06/2026

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Action Completion Date

ensure that appropriate arrangements are in place for the supervision of all staff including leaders, so that coaching and training is provided to address any weaknesses in practice 26/06/2026

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Action Completion Date

ensure that parents and/or carers are provided with information about children's individual care routines and development 26/06/2026

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Action Completion Date

ensure that leaders gather and record relevant information from parents from the outset of the childcare arrangements about any current or previous statutory involvement so that appropriate support and monitoring can be put in place 26/06/2026

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Action Completion Date

ensure information is obtained about children so that care and learning is tailored to their individual needs 26/06/2026

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Address:

Eastcote Methodist Church Pamela Gardens Pinner HA5 2QU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Honey Bears Montessori Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:15

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Address:

Local authority: Hillingdon To meet the requirements of the Early years foundation stage the provider must take the following action by the assigned date:

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Action Completion Date

plan and deliver a curriculum to ensure that learning is appropriate for children's stages of development and builds on their existing knowledge and skills. 26/06/2026

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About this inspection

The inspector spoke with leaders, staff, parents 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.

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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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