Kings Castle Montessori Nursery School

Kings Castle Montessori Nursery School

Unique reference number (URN): EY380634 Address: Kings Castle Montessori, 31 Saxonbury Road, BOURNEMOUTH, BH6 5NB Type: Childcare on non-domestic premises Registered with Ofsted: 23/07/2008 Registers: EYR, CCR Registered person: Saxonbury Road 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

Children typically make progress from their individual starting points across all areas of learning and development. They benefit from an inclusive curriculum that is tailored to their interests, developmental needs and next steps in learning. As a result, children, including those who attend part time, access a broad range of experiences and achieve well.

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Achievement Expected standard

Children are confident and curious learners who explore activities independently and remain engaged for sustained periods. For example, they paint on windows using foam, paint and a range of mark-making tools, discussing how the materials feel and smell as they create.

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Achievement Expected standard

Children build on their knowledge and experiences as they investigate, solve problems and work collaboratively. For instance, they cooperate to build tall towers before transforming them into cars through imaginative play, demonstrating resilience and a sense of achievement.

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Achievement Expected standard

Children behave well, listen attentively during group activities and enthusiastically join in with songs and stories. Pre-school children eagerly contribute rhyming words and ideas during singing activities, supporting their communication and language skills. As a result, children are typically well prepared for transitions within the setting and their eventual move on to school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established a positive environment where expectations for behaviour are generally well understood and reinforced. For example, when children display unwanted behaviours, staff gently remind them about using 'kind hands' and model positive behaviour to help them understand what this looks like. Pre-school children enjoy being recognised for acts of kindness and confidently share their kindness notes with peers and staff.

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Behaviour, attitudes and establishing routines Expected standard

Leaders typically take an inclusive approach to behaviour management and establishing routines. Staff consider children's individual needs and stages of development when supporting routines. For example, children who may experience barriers to their learning are sensitively supported using visual aids, such as 'now and next boards' and visual cue cards. This helps children understand what will happen next and supports participation in daily routines. Staff and children typically develop warm and nurturing bonds, which support children's behaviour and emotional wellbeing. Younger children generally seek out the familiar faces of their key staff when they feel unsure. They receive cuddles of reassurance and are soon ready to explore activities.

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Behaviour, attitudes and establishing routines Expected standard

Leaders' approach to attendance is clear, and parents and carers show they understand their responsibilities. Leaders identify patterns of irregular attendance and engage with parents to ensure that attendance is a priority. Parents value having positive relationships with staff and can share any concerns they may have.

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Children's welfare and wellbeing Expected standard

Leaders establish policies and practices that support children's welfare, mental health and wellbeing. These are generally understood by staff and parents and are implemented across the setting.

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Children's welfare and wellbeing Expected standard

Leaders and staff take an inclusive approach, ensuring that children's individual needs and circumstances are considered when supporting their health, wellbeing and daily routines. Children are taught about the importance of good oral health, particularly tooth brushing. For example, children explore books about dental hygiene and engage in role-play activities, using model teeth and toothbrushes to practise brushing and develop their understanding of healthy routines.

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Children's welfare and wellbeing Expected standard

Leaders and staff promote healthy eating and help children develop independence during mealtimes. Children are encouraged to prepare their own snacks safely and appropriately for their age. For example, babies use child-safe utensils with adult supervision to cut bananas into halves. Older children harvest cucumbers they have grown in the garden and carefully chop them ready for snack time. Children are generally supervised during mealtimes. However, opportunities to use these occasions to further promote children's social skills are not always fully maximised. As a result, mealtimes are often focused on eating, rather than being used as opportunities to extend conversation, interaction and wider social learning experiences.

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Children's welfare and wellbeing Expected standard

Children's sleep routines are well managed. Sleeping arrangements are suitable, and children are always supervised by staff. Staff have received training to ensure they understand how to keep children safe while they sleep, supporting children's comfort and wellbeing throughout the day.

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Curriculum and teaching Expected standard

Leaders have developed an ambitious and inclusive curriculum across all areas of learning. The curriculum is generally sequenced well across the setting, enabling all children to progressively build the skills they need for their next steps in learning. Leaders review the curriculum regularly and generally support staff to develop their teaching skills. However, opportunities to extend and challenge children's learning during spontaneous play are not always maximised, which limits the depth of learning for some children.

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Curriculum and teaching Expected standard

Leaders and staff typically focus well on supporting children with special educational needs and/or disabilities and those who speak English as an additional language. They provide interventions and strategies to support children who need extra help and support, such as 'bucket time' to promote children's listening skills and engagement in learning. Staff promote reading and a love of books. Babies and toddlers listen intently as stories are shared, developing their early attention skills. In the pre-school room, staff help children understand that information can be found from a variety of printed sources, including newspapers. Children explore newspapers, fostering their curiosity and developing their understanding that print can be used to find out about the world around them.

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Curriculum and teaching Expected standard

Staff typically provide opportunities for children to develop their mathematical learning. For example, in the toddler room, children develop their counting skills as they count the tomatoes they can see while watering plants. In the pre-school room, children use descriptive language to explain that they are making a 'small, deep hole' in the soil as they replant their seedlings.

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Inclusion Expected standard

Leaders have created a welcoming nursery where children, including those with special educational needs and/or disabilities, and their families feel valued. Leaders work closely with parents and carers from the outset, which helps them understand each child's needs and identify factors that could affect their learning or wellbeing. As a result, staff provide the right support from an early stage, ensuring children who need additional help are supported promptly. Leaders work with staff and other professionals to plan and review individual support, ensuring it is adapted to children's changing needs. For example, children are supported to achieve their individual targets through one-to-one and small-group activities alongside adults and their peers. As a result, children receive appropriate support, grow in confidence and make progress from their starting points.

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Inclusion Expected standard

Leaders use additional funding effectively to meet individual needs. For example, children in receipt of early years pupil premium can access nutritious meals and additional nursery sessions, helping to promote their wellbeing and support their engagement with the curriculum. Staff regularly observe children during play and complete ongoing assessments of their learning and development. Staff use this information to identify where children require additional support and close any gaps in their development. Leaders also support parents to access external support and provide resources, through lending libraries and home-learning bags, to help families support their children's individual communication and language needs.

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Leadership and governance Expected standard

Leaders have created a positive and supportive nursery, where they strive for children's wellbeing to be at the heart of everything they do. They generally have a clear understanding of what the nursery does well and where improvements are still needed. Leaders typically reflect on practice, working closely with senior management to evaluate provision and take appropriate action to drive continuous improvement.

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Leadership and governance Expected standard

Leaders work closely with families and other professionals to support children's wellbeing, learning and development. They know how to access specialist advice to meet the needs of all children, including those who face barriers to learning or who are currently, or have previously been, known to social care. Parents and carers report that they are well informed about their children's experiences and progress, and value the positive relationships they and their children have with staff.

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Leadership and governance Expected standard

Leaders implement effective procedures to ensure staff are suitable for their roles. This includes providing ongoing supervision and support. Staff are typically encouraged to continue their professional development through training that enhances their knowledge of the curriculum and improves teaching practice. Staff generally value the support and feel valued in their roles and that their workloads are manageable. An external wellbeing adviser regularly attends the setting and offers support and guidance to staff through conversations and wellness experiences such as Pilates classes. Leaders and staff place emphasis on partnership working with families. Regular exchanges of information at drop-off and collection times, alongside the use of an online communication system, help to ensure that information is shared effectively. Settling-in sessions are tailored to children's individual needs and help staff establish positive relationships from the outset.

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Leadership and governance Expected standard

Staff adapt care routines appropriately, taking account of children's interests, stages of development, allergies, dietary requirements and individual care plans.

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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 typically enjoy attending this warm and welcoming nursery. They form trusting relationships with caring staff who know them well and help them feel safe and secure. Younger children enthusiastically join in with familiar action songs, such as 'Row Your Boat', copying movements and singing alongside their peers. As children grow older, they share their ideas and use their imagination during play. For example, pre-school children work collaboratively in the sandpit, using diggers as they discuss where they will be travelling next.

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

Children typically form positive relationships with their peers from a young age. Babies sit together as they post objects through different-sized containers. They concentrate well, showing perseverance as they explore how the objects fit. Older children enjoy celebrating each other's birthdays, sharing discussions about their journey around the sun and recalling memorable experiences from different ages.

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Address:

Kings Castle Montessori Children benefit from a wide range of interesting experiences that reflect their interests and encourage them to explore the world around them. Throughout the setting, children explore nature, grow vegetables, care for their African land snail and visit a local care home, helping to build their confidence, curiosity and resilience.

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Address:

Children with special educational needs and/or disabilities are well supported and are fully included in all aspects of nursery life. There are appropriate systems to help track children's development and progress, with specific additional support in place to help those who need it.

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Address:

Children are supported to feel valued and included in the nursery community. Children who speak English as an additional language are supported through tailored discussions with their families to incorporate their home languages into the nursery environment, alongside resources and activities that celebrate their cultures, languages and festivals.

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Next steps

Leaders should support staff to consistently build on children's learning, using spontaneous opportunities to deepen understanding and further support their progress. Leaders should support staff to use mealtimes more effectively, particularly to promote children's communication and social development.

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About this inspection

The inspector spoke with leaders, staff, special educational needs coordinators, children and parents and carers 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. 31 Saxonbury Road BOURNEMOUTH BH6 5NB Type: Childcare on non-domestic premises

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About this inspection

Registered person: Saxonbury Road Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00,Friday : 08:00 - 17:30

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About this inspection

Local authority: Bournemouth, Christchurch & Poole

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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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