Chiltern Hills Montessori - Moor Lane

Chiltern Hills Montessori - Moor Lane

Unique reference number (URN): 2846931 Address: Downley Methodist Church, Moor Lane, Downley, High Wycombe, HP13 5YP Type: Childcare on non-domestic premises Registered with Ofsted: 25/06/2025 Registers: EYR, CCR Registered person: Little Eden Nursery 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

All children develop skills across all areas of learning and make consistent progress from their starting points. Children typically improve their communication skills through storytelling, singing and focused adult-led activities to enhance their vocabulary. However, agreed strategies to support all children's communication skills are not used consistently and this hinders their levels of achievement.

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Achievement Expected standard

Children develop physical confidence with activities set up both inside and outside. They practise climbing and balancing and enjoy using wheeled toys. They also develop fine motor skills while exploring everyday objects, inset puzzles and pop-up toys. For example, they practise opening and closing containers that they find in treasure baskets.

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Achievement Expected standard

Children acquire the skills needed for their next stage of learning. They show increasing independence in routines, such as putting on their shoes, tidying up resources and managing personal care. Children are well prepared for the next stage of their learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff build warm and trusting relationships with children and know them well. This helps children feel safe, confident and ready to learn. Staff continually provide positive praise and reinforcement. This helps children learn how to behave well. Children play together happily and are developing good social skills. For instance, while waiting to have a turn 'driving', one child pushes another in a toy car.

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Behaviour, attitudes and establishing routines Expected standard

Staff act as role models and always promote good manners. They model saying please and thank you. Staff consider each child's developmental stage. For instance, younger children wash their hands at the table, while older children go to the sink to wash their hands. Sometimes, staff use communication strategies, such as visual prompts and signing, to enhance children's attention, listening skills and understanding. Continuous use of this throughout the day would help children to understand routines and reduce barriers to learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders collaborate closely with parents to explain why regular attendance matters. This helps children have regular routines, promoting their emotional security in the setting from an early age.

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Children's welfare and wellbeing Expected standard

Children have warm, supportive bonds with their key person and use them for reassurance when needed, such as when they want a hug. Staff know children well and use their understanding of children's individual needs to respond sensitively and appropriately. As a result, children show confidence and emotional security in the setting, including those who face barriers to learning or wellbeing. Staff demonstrate a clear understanding of individual children's needs and intentionally adapt routines, including sleep and rest times, to support their wellbeing. Books about feelings such as being sad or proud are shared and simplified by staff for the age of the children.

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Children's welfare and wellbeing Expected standard

Children show independence and are starting to look after their own needs. For instance, they find their own shoes and hats. They have opportunities both inside and outside to take physical risks and learn how to move, climb and slide safely.

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Curriculum and teaching Expected standard

Leaders implement a broad curriculum that covers all areas of learning. Staff have a clear understanding of the children's interests and provide stimulating activities, based on what children need to learn next. Rhymes and songs are at the heart of the curriculum. For instance, they sing when washing hands and while children are finishing their drinks. Songs are personalised, so children learn each other's names. This means routine activities become fun and a learning opportunity. This also supports the children to share and wait their turn patiently.

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Curriculum and teaching Expected standard

The environment is rich in language. Staff continuously narrate what is happening and develop children's communication by extending phrases. For instance, a star becomes, 'a blue, shiny star'. Children enjoy focused adult-led activities. For example, playing with flashcards of animals, learning their names and sounds. Mathematical language is part of everyday play and routines. Staff encourage children to talk about what colour bucket they are using, or how many pieces of cracker they have. Staff occasionally support children's communication and understanding through strategies, such as visual prompts and signing. Developing greater consistency in the use of these approaches throughout the day would help staff to remove barriers to children's attention, listening and understanding.

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Curriculum and teaching Expected standard

Opportunities for developing physical skills are freely available, as children use climbing equipment, both indoors and outdoors. This allows children to build confidence and resilience while giving them chances for independent risk taking. Staff are particularly effective at supporting children's physical progress by encouraging them verbally without directly helping them.

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Inclusion Expected standard

Staff gather information from parents and carers about each child's individual needs, when they start at the nursery. This helps children settle smoothly and supports a positive transition into the setting. Leaders ensure that starting points are recorded and that staff review children's progress regularly. There are regular, termly meetings with parents to share next steps. The staff know the children well and understand that they develop at different rates. They respond sensitively to individual differences and adapt their interactions to support children to join in. Staff occasionally use a range of communication and language strategies, such as visual prompts and signing. Using these strategies more consistently throughout the day would help reduce barriers to all children's attention, listening and understanding. Leaders create detailed action plans for children with barriers to their learning and review

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Inclusion Expected standard

these regularly. They collaborate closely with parents. However, the process to consult with external agencies, for instance health visitors, should be implemented sooner to ensure all children make the best possible progress. Leaders organise training so staff can develop their practice when working with children with barriers to learning. Staff share information with other settings to provide consistency of care for children.

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Leadership and governance Expected standard

The leadership team work well together. They are ambitious and continually work with staff to improve outcomes for all children. Leaders are responsive to children's individual needs, including those children who may face barriers to learning. They recognise that effective liaison with other agencies and professionals is vital to ensuring that children's needs are identified and addressed promptly. However, this does not always happen as quickly as it should. As a result, some children experience delays in receiving the support they need. Additionally, fully integrating communication strategies, such as visuals and Makaton signing, into the curriculum will reduce barriers for any child not yet speaking.

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Leadership and governance Expected standard

Leaders are reflective and demonstrate a commitment to continuous improvement, such as continuing to enhance staff skills and knowledge. For example, staff have recently had training to improve their knowledge and understanding of special educational needs and/or disabilities. Staff report that they are well supported and enjoy working in the setting. They have opportunities for continued professional development. Leaders provide ongoing mentorship and support, which helps staff to develop in their role.

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Leadership and governance Expected standard

Partnerships with parents are effective. Parents and carers provide positive feedback about the nursery and comment that their children make good progress. They particularly value the effective arrangements for supporting children's transition to the linked Montessori toddler setting and report that their children are well prepared for this next stage in their learning. Parents speak highly of the leaders and staff and appreciate opportunities to build relationships with other families through planned weekend get-togethers, such as visits to the local library.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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

Children arrive happy and eager to begin their day. Staff warmly welcome them and help them to feel safe and secure. When children struggle to separate from their parents and carers, staff provide nurturing support to ease their transitions. Children with barriers to their learning are quickly identified by staff. They provide additional support and alter routines to suit individual needs. Leaders promote attendance, and staff follow procedures to ensure they contact the parents of any child who does not attend.

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

Children are supported to become independent and confident learners. The environment is well organised and children access resources by themselves. Children are encouraged to do things independently. For example, children find their own shoes and hats, ready to go outside. Older children help to tidy up, for instance, using a dustpan and brush to clear up sand. Songs and rhymes fill the day. This makes moving on to chores, like washing hands, fun.

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

Children's physical development has been prioritised. Leaders have provided a wide range of physical experiences, both inside and outside. Staff value outdoor learning. They comment on and discuss the surrounding countryside, using environmental words and sounds. This provides a wealth of knowledge and new vocabulary. Books are valued both inside and outside, with staff reading regularly to individuals or groups.

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

Children show high levels of enjoyment and engagement in their play. Staff support children to develop positive relationships with their friends. They encourage children to share resources, take turns and cooperate during activities.

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Next steps

Leaders should make timely contact with other agencies, such as health visitors, so that children receive the support they need as soon as possible. Leaders should ensure that staff consistently use agreed strategies to support all children's communication and language development.

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Address:

Downley Methodist Church Moor Lane, Downley High Wycombe HP13 5YP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Eden Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, 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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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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