The Dunchurch Montessori Nursery School

The Dunchurch Montessori Nursery School

Unique reference number (URN): 2803760 Address: The Dunchurch Montessori Nursery School, Cawston Lane, Dunchurch near Rugby, Warwickshire, CV22 6QE Type: Childcare on non-domestic premises Registered with Ofsted: 22/08/2024 Registers: EYR Registered person: The Rugby Montessori Nursery school 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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Children's welfare and wellbeing Strong standard

Leaders and staff focus strongly on supporting children's emotional wellbeing. Staff consistently help children to recognise, express and manage their emotions in positive and appropriate ways. For example, babies use mirrors to explore facial expressions, while older children use colours and stories to help them identify and understand different emotions. The key-person system is particularly well established, with children forming secure attachments that help them feel safe, secure and confident to explore and learn.

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Children's welfare and wellbeing Strong standard

Leaders and staff consistently prioritise healthy choices through nutritious meals that consider children's dietary needs and intolerances. Children benefit from nutritious, freshly prepared meals. Excellent communication between parents and carers, staff, and the cook ensures that food is prepared to meet individual needs and developmental stages. Water stations in every room give children easy access to fresh drinking water throughout the day. Leaders and staff rigorously ensure that suitable hygiene procedures are in place. Staff consistently model good hygiene practices, including thorough handwashing. They support children in developing independence in their personal care routines. This helps them build healthy habits that become embedded in their daily routines. Children have extensive opportunities to be physically active throughout the day. They make excellent use of the outdoor spaces, take part in yoga sessions, and, for the youngest children, have access to

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Children's welfare and wellbeing Strong standard

Leaders and staff are highly effective in promoting children's safety. They maintain close supervision and carefully consider children's safety during mealtimes, sleep routines and personal care routines. Staff actively help children develop an understanding of how to keep themselves safe. For example, during mealtimes, staff explain the dangers of hot food and give children time to understand why they need to wait for it to cool.

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Achievement Expected standard

Children demonstrate high levels of independence. Toddlers and pre-school children take turns being mealtime helpers, setting the table and serving lunch. Children pour water into their beakers and use food tongs to self-serve at snack time. They develop the knowledge, skills and confidence they need for their next steps in learning, including transitions in the nursery and to school.

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Achievement Expected standard

Babies confidently move around the room, choose where they want to play and copy actions to familiar songs and rhymes. They communicate through gestures and babbling and begin to feed themselves using a spoon. Toddlers demonstrate their counting skills as they sing number rhymes, and develop their understanding of quantity as they empty and fill containers. Pre-school children draw pictures with recognisable features, such as eyes and mouths, and proudly talk about their drawings, pointing and explaining, 'I have drawn a head, arms and legs!'

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Achievement Expected standard

Children, including those with special educational needs and/or disabilities, progress well from their individual starting points. They generally engage in activities and help to tidy up. However, inconsistent use of available strategies can sometimes affect children's attention and engagement in learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff create a calm environment with clear behavioural expectations. Staff model kindness and good manners for children to copy. All children show a positive attitude to learning. Staff use praise to celebrate children's efforts and achievements. Children are enthusiastic about joining activities and play cooperatively, for example by passing bricks to one another as they work together to build a house, and helping to set tables at mealtimes.

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Behaviour, attitudes and establishing routines Expected standard

Leaders take an inclusive approach to behaviour management and routines. Staff consider children's individual needs and stages of development, including those of children with special educational needs and/or disabilities. They make the appropriate adaptations to help all children participate successfully. For example, staff adjust group sizes, including by splitting toddlers into smaller groups for some activities, so that children receive the support they need to remain engaged. Most routines work well; however, some, including group time for babies and toddler mealtimes, are less successful at maintaining children's focus and concentration. This can limit opportunities for them to stay actively involved and fully support their learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work closely with families to promote regular attendance and punctuality. They provide support and make appropriate adjustments where needed to help children attend their sessions consistently. This helps children to benefit fully from their learning experiences, develop secure routines and progress well.

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Curriculum and teaching Expected standard

Leaders are passionate about the curriculum they deliver. This helps develop children's confidence, independence and curiosity. Staff understand the intent and use assessment effectively to plan activities and experiences that build on each child's next steps. The curriculum is typically taught well across all areas of learning. It generally supports children with special educational needs and/or disabilities. However, sometimes, the group times for the youngest children are not well paced, so they are not fully engaged and interested throughout.

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Curriculum and teaching Expected standard

Staff provide lots of opportunities to develop children's communication and language skills. Children become familiar with well-known stories and extend their learning through imaginative play. They use props to recreate parts of stories and use new vocabulary. Staff working with babies offer nurturing interactions that support children's personal, social and emotional development.

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Curriculum and teaching Expected standard

Mathematics is embedded through play. Toddlers count as they 'empty' and 'fill' containers, and older children solve number problems such as 'one more' and 'one less'. Staff provide a range of sensory, creative and imaginative experiences, such as water and sand play. Role play encourages children to develop ideas and solve problems. For example, as children build a pretend house, one child explains, 'We need to screw the bricks in really tight, or the house might fall down.'

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Curriculum and teaching Expected standard

Staff promote physical development well across the age groups. Babies develop strength and coordination as they pull themselves up and move across the soft-play equipment. Toddlers develop fine motor skills through puzzles and mark making, while older children build physical confidence through climbing and jumping.

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Inclusion Expected standard

Leaders and staff have a thorough understanding of children's needs. They gather detailed information about children's individual needs from parents and carers when children first join the setting. They use this information to identify the support children need and recognise any gaps in their development as early as possible. Ongoing assessments enable staff to monitor children's progress effectively and identify any concerns early. Where additional needs are identified, staff put clear plans in place to provide appropriate support and monitor children's progress. This helps to ensure that support is responsive and children progress well from their starting points.

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Inclusion Expected standard

Leaders responsible for supporting children with special educational needs and/or disabilities are experienced and knowledgeable in their roles. They regularly undertake relevant training to keep their knowledge and practice up to date. Leaders have carefully considered the environment and teaching approaches to meet children's individual needs. For example, yoga and familiar routines support their emotional regulation, while resources such as fidget toys and sensory boxes help children develop self-regulation strategies.

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Inclusion Expected standard

Staff use a range of strategies to support children's communication, understanding and emotional regulation. These include Makaton signs, visual timetables and visual prompts throughout the setting. This typically helps children understand expectations, communicate their needs and participate in everyday experiences. However, staff do not always use these strategies consistently, particularly during transitions, which can affect children's understanding and attention.

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Inclusion Expected standard

Leaders and staff support children who speak English as an additional language well. Staff gather key words from children's home languages to help them settle into the setting and support their understanding during everyday interactions. This helps all children to feel included.

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Leadership and governance Expected standard

Leaders foster a welcoming, inclusive environment for children and families. They provide effective leadership and a clear vision for the setting. Leaders are passionate about delivering high-quality care and education for all children, including those with special educational needs and/or disabilities. Typically, leaders monitor and evaluate staff practice, identify strengths and note areas for development. In addition, staff access professional development activities and attend on-site meetings. However, monitoring does not always focus on the effectiveness of routines, such as the length of group times and their impact on children's learning. Staff comment that they are well supported in their roles and their wellbeing is prioritised.

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Leadership and governance Expected standard

Leaders and staff work in partnership with parents and carers and all professionals involved with children, including schools and health visitors. Staff ensure that arrangements are in place for children who are transitioning to school. They share progress reports and invite teachers into the setting. This helps to provide continuity of care for children. Partnerships with parents are also a strength. Leaders provide parents with plenty of information about their children's routine, the curriculum and how the environment supports their learning. Communication channels such as the website, newsletters and parents' meetings and sharing children's next steps in learning greatly help support children's learning at home. Parents comment on the 'dedicated approach of the team' and how their children 'thrive due to the amazing bonds' with staff.

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

Children arrive happy and eager to start their day. They transition smoothly from their parents and carers and are greeted by a warm, caring staff team. Children form close attachments with adults, supported by an effective key-person system that helps them settle confidently into their room. Staff are attentive to children's emotional needs, offering cuddles and reassurance, particularly to those becoming familiar with new routines. Children, including those with special educational needs and/or disabilities, build secure relationships with staff. They demonstrate a sense of belonging, which supports their emotional wellbeing and confidence.

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

Leaders and staff take time to understand each child's individual needs through carefully planned settling-in sessions and effective communication with parents. These positive partnerships help staff respond to children's needs and ensure that they feel secure and understood. Children behave well and show kindness and respect towards each other and the adults who care for them. Staff model positive behaviour and good manners, and provide frequent opportunities for children to develop independence through routines. The environment and activities reflect children's interests and encourage curiosity and discovery. Children enjoy the spacious outdoor areas, where they have daily opportunities to develop their physical skills by riding tricycles and bicycles. They also learn about the natural world by growing plants and vegetables.

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

Generally, staff adapt teaching well for children, including those who face barriers to learning, using effective strategies, such as Makaton signs, smaller groups and visual prompts. As a result, all children make good progress from their individual starting points. They develop the confidence, independence and skills they need for their next stage of learning. Children also benefit from extra-curricular experiences, including yoga and a drama group. These provide opportunities for children to develop confidence, movement and self-regulation. Staff ensure that children have access to books across all areas of the setting. This helps build a love of reading from an early age.

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

Leaders and staff actively promote regular and punctual attendance. They work with families to support consistent attendance, helping children build secure routines and benefit fully from their learning experiences.

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Next steps

Leaders should ensure staff consistently use the communication strategies in place to gain and maintain children's attention, thereby strengthening their understanding and engagement in learning. Leaders should review and adapt the organisation of some routines and group times to help the youngest children remain engaged and focused throughout. Leaders should review monitoring systems to identify clear, individual development targets for staff to further enhance their teaching skills and children's learning.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, the designated safeguarding lead, parents and children during the inspection.

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Address:

The Dunchurch Montessori Nursery School Cawston Lane Dunchurch near Rugby Warwickshire CV22 6QE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Rugby Montessori Nursery school ltd

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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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Age range of children at the time of 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

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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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