Blooming Tulips Montessori Nursery School

Blooming Tulips Montessori Nursery School

Unique reference number (URN): 2815621 Address: High Street, Rickmansworth, WD3 1EH Type: Childcare on non-domestic premises Registered with Ofsted: 18/12/2024 Registers: EYR Registered person: Blooming Tulips Montessori Ltd

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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

All children, including those who face barriers to learning, make sustained progress from their individual starting points. Children demonstrate a clear focus, curiosity and enthusiasm for learning and are remarkably well prepared for the next stage of their education. They are confident communicators who use increasingly complex language to express their ideas and describe their experiences. For example, children confidently use words, such as 'creamy' and 'sharp' when describing the fruits they taste.

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Achievement Strong standard

Children demonstrate admirable self-discipline and independence throughout the day. They move confidently around the environment, use resources respectfully and independently tidy them away when finished. They instinctively tuck their chairs in and take responsibility for caring for their environment without prompting.

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Achievement Strong standard

Children make excellent progress in their physical development. Babies confidently navigate different surfaces and balance along beams, while older children tackle increasingly challenging obstacle courses, use the climbing wall and develop coordination as they learn to ride trikes. Children interact harmoniously, persevere with challenges and demonstrate the skills needed for future learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have established especially high expectations for behaviour, with clear and consistently understood routines and expectations across the setting. Children behave extremely well and demonstrate kindness, courtesy and respect towards others. Staff model calm, nurturing and respectful interactions, resulting in positive relationships where children cooperate and play harmoniously. Children develop a clear sense of responsibility for their environment, independently returning resources neatly and helping to keep shared spaces organised. They show consideration for others by ensuring that resources are ready for their friends to use.

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Behaviour, attitudes and establishing routines Strong standard

Children are supported to understand and manage their feelings and resolve differences respectfully. The 'peace table' and 'peace rose' help children to identify and communicate how they feel, listen to others, take turns and share resources. Children demonstrate highly effective self-regulation and increasingly manage their own behaviour successfully.

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Behaviour, attitudes and establishing routines Strong standard

Staff know children well and provide support that reflects their individual needs, ages and stages of development. Transitions between rooms are carefully managed, with familiar key persons providing continuity and reassurance and relevant information shared effectively. Routines remain flexible, for example, lunchtime is brought forward when needed to accommodate children who require an earlier meal. As a result, children develop positive attitudes towards learning, interact harmoniously and confidently engage in their experiences. Leaders monitor children's attendance. They work closely with parents and carers to promote the importance of punctuality and regular attendance.

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Children's welfare and wellbeing Strong standard

Leaders and staff place children's welfare and wellbeing at the heart of everything they do. Care is highly personalised, with staff taking time to understand children's individual needs, routines and preferences and gathering detailed information from families to ensure continuity of care. Highly effective settling-in arrangements, including flexible stay-and-play sessions and gradual transitions, enable children to develop secure attachments with their key person at a pace that suits them. Dedicated one-to-one support ensures that children feel safe and quickly develop confidence in their new surroundings.

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Children's welfare and wellbeing Strong standard

Staff consistently promote children's health, independence and wellbeing through carefully embedded routines. From an early age, children develop positive self-care and hygiene habits. Babies are encouraged to wash their hands after nappy changes, while older children independently use the self-care station to wipe their faces and blow their noses. Staff explain why hand washing is important, helping children understand how to keep themselves healthy.

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Children's welfare and wellbeing Strong standard

Mealtimes are calm, purposeful and highly supportive of children's individual needs. Children confidently self-serve food, pour drinks, scrape plates and manage familiar routines independently. Staff encourage children to make healthy choices and talk to children about the food they eat. Children confidently pass serving bowls to friends and use polite language, demonstrating that these routines are deeply embedded. Consequently, children develop confidence, independence and a secure sense of wellbeing.

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Curriculum and teaching Strong standard

Staff provide an ambitious, inclusive and well-sequenced curriculum that builds progressively on children's knowledge and skills from babies through to pre-school. They have high aspirations for every child, including for children with special educational needs and/or disabilities, and use effective assessment to identify next steps and skilfully adapt teaching. Staff make the most of spontaneous teachable moments to deepen children's learning. For example, children develop practical life skills as they wash their wellington boots after muddy walks.

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Curriculum and teaching Strong standard

Children's communication and language is extremely well supported. Staff provide highly effective narration throughout play, consistently describing what children are doing and introducing new vocabulary. Staff use regular singing alongside visual cues to help children understand routines and communicate their needs. Books are readily used. Staff use puppets to bring stories to life, capturing children's attention and babies enjoy pulling down flaps to reveal dinosaurs, demonstrating curiosity and sustained engagement.

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Curriculum and teaching Strong standard

Mathematical knowledge is meaningfully embedded across the nursery. Children develop an understanding of measurement as they pour liquids using different sized pots and explore quantity and size through wooden resources. They manipulate 3-dimensional blocks to construct towers and use scales in the mud kitchen to measure ingredients and investigate concepts, such as 'heavy' and 'light'.

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Curriculum and teaching Strong standard

Staff interactions are highly effective and consistently support children to deepen their understanding. Staff position themselves alongside children at their level and adapt their teaching responsively to children's interests and emerging understanding.

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Inclusion Strong standard

Leaders and staff know children extremely well and swiftly adapt the environment, routines and experiences to remove barriers to learning and enable every child to participate fully. They work closely with parents and carers and external professionals to develop personalised action plans and ensure that strategies are consistently implemented. As a result, children receive highly responsive support and are fully included in the life of the setting.

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Inclusion Strong standard

Staff systematically monitor children's progress and make targeted enhancements to provision, helping children who face barriers to learning make significant progress from their starting points. For example, staff adapt plates for children who find mealtimes challenging, providing separate sections and a space for familiar foods, ensuring mealtimes are positive experiences.

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Inclusion Strong standard

Leaders gather information about children's home languages before they start and introduce key words, books and visual cues to support communication. Children learning English as an additional language benefit from transition cards and familiar words, such as 'nap time' in their home language, helping them to understand routines. Staff also sensitively support children through significant changes, such as the arrival of a new sibling, using dolls, photographs and visits to the baby room to help children understand and share their experiences.

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Inclusion Strong standard

Leaders and staff create a highly inclusive environment where every child and family feels welcomed, valued and respected. They recognise and celebrate the different family structures, cultures and religions represented within the setting.

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Leadership and governance Strong standard

Leaders provide effective oversight and make decisions that prioritise children's needs and the quality of their experiences. They have a clear understanding of the nursery's strengths and use feedback from children, staff and parents to inform ongoing evaluation and make meaningful changes.

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Leadership and governance Strong standard

Parents speak very positively about their partnership with the setting. They describe their child attending the setting as a 'gift' and value the regular communication. Parents feel listened to and involved in decisions about their child's care and learning. A wide range of events and activities are organised for parents to engage with the setting and become involved in their children's experiences. Parent-teacher meetings provide regular opportunities for meaningful discussions about children's progress, development and next steps.

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Leadership and governance Strong standard

Leaders invest consistently in staff development. Comprehensive induction, regular supervision and ongoing professional development ensure that staff understand the nursery's expectations and develop the knowledge and skills needed for their roles. Recent training in outdoor learning and supporting babies has had a clear impact on staff's confidence and practice. Peer observations and tailored targets further support continuous improvement. Leaders place a high priority on staff wellbeing and workload. They make reasonable adjustments to roles and responsibilities and provide an open-door approach and regular wellbeing discussions. Leaders' actions demonstrate a sustained commitment to improving outcomes for children and supporting staff to deliver high-quality care and education.

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

Children are happy, confident and curious learners who thoroughly enjoy coming to this warm and welcoming nursery. They develop a deep sense of belonging and quickly become secure in relationships with familiar adults and friends. They eagerly choose their preferred greeting, from a handshake, hug or 'high 5', giving them choice about what feels comfortable. Children confidently choose where to play and what to explore. They show pride in their growing independence, from finding their names and belongings to serving themselves at mealtimes, pouring drinks and caring for their environment. They persevere when challenges arise and show delight in mastering new skills.

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

Children are enthusiastic explorers who enjoy discovering how things work and making connections. They eagerly investigate scientific concepts, such as 'floating' and 'sinking', explore different fruits and confidently describe tastes, such as 'sweet' and 'sour'. Their curiosity takes them beyond the setting as they visit the local library, grocery shop and community gardens. Children particularly enjoy selecting and purchasing fruit and vegetables at the shop for their snack, developing an understanding of their local community.

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

Children thrive through the breadth of experiences available to them. They enjoy forest school, sports, music, French and Mandarin. They engage in opportunities to develop their understanding of the wider world and appreciate different cultures. They explore world maps, planets and continent boxes containing authentic resources, helping them to understand how people live in different countries and match animals to continents. Photographs of children's families who originate from these areas help children to see their own identities and backgrounds being reflected.

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

Children feel valued, listened to and emotionally secure. They confidently express their feelings, resolve differences and listen to others. Children are kind and considerate, patiently taking turns, sharing resources and politely saying 'thank you' to their friends. They are exceptionally well prepared for their next steps, demonstrating the knowledge,

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Blooming Tulips Montessori Ltd

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Address:

Register(s): EYR confidence, independence and positive attitudes that provide them with an excellent start in life.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known, or previously known, to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs and disabilities 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. 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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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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