Montessori On The Park

Montessori On The Park

Unique reference number (URN): EY556252 Address: St. Marks Church, St Marks Gate, London, Middlesex, E9 5HT Type: Childcare on non-domestic premises Registered with Ofsted: 08/05/2018 Registers: EYR, CCR Registered person: Bright Stars Nursery Group 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 Needs attention

Children generally make some progress from their starting points. Younger children develop physical and communication skills, including learning how to walk and using new words. However, weaknesses in teaching limit how well children build on what they already know and can do. For example, while older children demonstrate knowledge of colours and shapes, staff do not develop their understanding beyond what children already know. When this happens, some children lose interest and move away before their learning develops further. Children do not make as much progress as they could. Children who require additional help are particularly affected, because the teaching they receive does not respond effectively to their needs. They are not supported well enough to develop the knowledge and skills they need to be suitably prepared for their next stage of learning, including school.

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Behaviour, attitudes and establishing routines Needs attention

Children generally understand the setting's expectations for behaviour. Staff remind children about rules such as using 'kind hands' and 'taking turns'. At times staff support children when they need help to manage their behaviour. For example, when children become highly energetic, staff provide physical activities to help them to settle. However, staff do not reinforce expectations for behaviour consistently. At times, children run indoors or leave items on the floor after activities and staff do not remind them to tidy up. Staff sometimes complete tasks for older children rather than encouraging them to do these for themselves. Children do not learn to take responsibility or develop their independence through everyday routines sufficiently well. Some group activities are not sufficiently adapted for the different ages and stages of children. As a result, children lose interest and move between different

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Behaviour, attitudes and establishing routines Needs attention

Leaders promote regular attendance and punctuality; they monitor children's attendance and support parents to understand the importance of regular attendance.

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Children's welfare and wellbeing Needs attention

Leaders do not ensure that key-person and buddy arrangements are effective in meeting children's individual needs. In particular, when children require additional support, staff do not understand or implement the support they need. The support some children receive is not sufficiently tailored to their needs.

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Children's welfare and wellbeing Needs attention

Children are generally happy and settled. Staff welcome children warmly and exchange information with parents about their care and routines. Parents speak positively about the care that their children receive and value the information shared with them.

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Children's welfare and wellbeing Needs attention

Staff know children's allergies and dietary requirements and communicate this with the setting's chef. Staff understand and implement safer-sleep practices. Children have opportunities for outdoor play and are encouraged to stay hydrated and eat healthily during mealtimes.

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Urgent improvement

Staff respond when children need support to manage their emotions and behaviour. However, developing children's independence during everyday routines is not prioritised. For example, staff serve children's food or complete simple tasks for them rather than encouraging children to attempt these activities themselves.

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Curriculum and teaching Needs attention

Staff do not implement the curriculum effectively enough across the setting. Staff do not make sufficient use of everyday interactions, in order to build children's communication and thinking further. Leader's plan learning around children's interests, such as their enthusiasm for animals. Staff sometimes introduce useful language in children's play. For example, when younger children notice an aeroplane, staff extend by describing a 'big aeroplane'. However, this is inconsistent. Staff provide opportunities for children to develop their physical skills. Babies and younger children practise climbing and walking, while older children develop their balancing skills.

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Curriculum and teaching Needs attention

Staff do not make use of what children already know and can do, in order to shape their teaching. With older children, interactions are often directive and focus on recalling familiar knowledge. For example, staff ask children to name colours and shapes but do not use their responses to extend their mathematical understanding or language. Staff do not consistently adapt activities for children's different ages and stages of development. Staff recognise that some children need additional support, but they do not adapt their teaching effectively enough to support their learning.

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Curriculum and teaching Needs attention

Leaders recognise weaknesses in teaching and want to improve staff practice. However, their actions have not yet improved teaching sufficiently. Staff do not build effectively enough on children's different starting points, needs and stages of development.

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Inclusion Urgent improvement

Leaders do not ensure that children who have or may have special educational needs and/or disabilities receive the support they need. Although staff identify some concerns about children's development, leaders do not ensure that these concerns are properly assessed and that appropriate support is put in place. For example, children with identified communication needs do not have clear targets or planned support that can be monitored over time. Leaders do not ensure that information available about children's needs is used effectively to plan and provide targeted support. Children do not receive timely help to reduce barriers to their learning and development.

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Inclusion Urgent improvement

Leaders have not made effective arrangements to assess children's needs, plan support, monitor their progress or review whether the support is working. There is insufficient professional development to equip staff with the knowledge they need to do this effectively. Although concerns are raised with the wider leadership team, this does not result in effective action to secure further support when children need it. Children who require additional help do not benefit from effective joint working between the setting, their families and other professionals.

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Leadership and governance Urgent improvement

Leaders do not have effective oversight of the setting. There is insufficient leadership capacity to support the effective day-to-day running of the provision. The absence of a named deputy means that effective arrangements are not in place for someone to take responsibility for the setting when required. Wider leadership arrangements do not provide sufficient support and oversight to address weaknesses in the provision. Leaders do not take effective action to improve the quality of provision or ensure that children, particularly those who require additional support, receive the help they need.

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Leadership and governance Urgent improvement

Leaders recognise some weaknesses in staff practice. They identify improving the quality of teaching and developing staff practice as priorities for improvement. However, effective arrangements for staff supervision, coaching and professional development are not in place. Staff do not receive the support they need to improve weaker aspects of their practice. This contributes to weaknesses in teaching and in the support provided for children with additional needs. Leaders consider staff wellbeing and workload, but support to strengthen leadership is limited. The provider is not meeting some of the requirements that led to actions previously set by Ofsted. Consequently, weaknesses in leadership oversight continue to affect the quality of children's experiences.

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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 who require additional support do not receive the targeted help they need. Leaders and staff do not effectively identify, assess, plan for or review children's additional needs. While children are happy and cared for, weaknesses in practice mean that some children do not benefit as fully as they could from their time at the setting. Children are generally happy and settled at the setting. They receive warm welcomes from staff and enjoy singing songs, doing activities such as painting and have opportunities for physical play. Children explore the environment and spend time playing alongside others.

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

Children receive care and know some of the familiar routines. Staff communicate regularly with parents, which helps to provide some continuity between the home and the setting such as mirroring sleep routines. However, opportunities for children to develop their independence are not consistently promoted throughout the day. At times, staff complete tasks for children that they could be capable of doing themselves, such as tidying away their belongings, and serving themselves at mealtimes.

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

The quality of children's experiences varies. Some interactions do not build sufficiently on what children already know or extend their learning.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register 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 there is a named deputy who is capable and qualified to take charge in the manager's absence 04/09/2026

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Action Completion Date

ensure appropriate arrangements are in place for the effective supervision of staff, which provide support, coaching and training and promote the interests of children 04/09/2026

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Action Completion Date

ensure effective arrangements are in place to identify and support children who may have special educational needs and/or disabilities, including assessing needs, planning and implementing appropriate support, monitoring their progress and reviewing the impact of the support provided 04/09/2026

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Action Completion Date

ensure that key-person arrangements operate effectively so that children's care is consistently tailored 04/09/2026

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Address:

St. Marks Church St Marks Gate London Middlesex E9 5HT

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Action Completion Date

to their individual needs and that expectations of behaviour are clear to them

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Action Completion Date

providers must support staff to undertake effective development opportunities to ensure they feel confident in their roles and responsibilities 04/09/2026

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Action Completion Date

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

improve the quality and implementation of teaching, ensuring that learning builds on what children already know and can do and supports their individual next steps 04/09/2026

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About this inspection

The inspector spoke with the 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Bright Stars Nursery Group Limited

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About this inspection

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

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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