Newpark Montessori Nursery School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are settled and happy in the nursery, and have strong relationships with their key persons.

Staff know their key children very well, and use this information, alongside their observations and assessments of children's learning, to plan effective and challenging next steps. Children, including those with special educational needs and/or disabilities (SEND), are enthusiastic learners who make good progress. Children gain the skills they need for the next stages in their learning, including when they move on to school.

Staff have high expectations of the children and provide engaging activities to challenge their... critical thinking. For example, the older children get involved in doing chemical experiments, where they learn to make rockets and learn how these go into space. Children begin to learn about our solar system and can name the planets.

Babies develop good communication skills. They enjoy singing nursery rhymes, in English and Spanish, and exploring different sounds, using musical instruments. Children are encouraged to learn how to meet their personal self-care needs independently, and this is reinforced through the Montessori approach of teaching.

All staff members are trained to use this method of teaching to support the children in the setting.Parents are personally welcomed into this friendly nursery, where staff provide a safe and inclusive environment. They have an in-depth knowledge of the cultural backgrounds of the children and their families.

Staff support children in all areas of learning and development. Parents are kept informed about their child's achievements through the weekly communication books.

What does the early years setting do well and what does it need to do better?

The management team is experienced and committed to the best.

It evaluates the setting well. Staff receive regular supervision sessions and coaching, and say their emotional well-being is supported effectively. Newly qualified staff and apprentices value the managers, who offer guidance, advice and expertise, and actively promote and model a team approach.

Parents are complimentary about the 'nice and welcoming staff'. They commented that their children enjoy their time at the setting, and that they have 'grown in confidence' and 'made progress'. Staff share information with parents and give them ideas about how they can support aspects of their children's learning at home.

Staff form good partnerships with parents and other professionals involved in children's care and learning. This helps to provide consistency, and supports children to develop their skills to make the best possible progress. Staff have an accurate picture of children's individual learning and act quickly to fill any gaps.

For example, one-to-one support is provided to help meet children's individual needs. As a result, children thrive with the help of sensitive interactions by the staff.Staff develop a sound knowledge of the children that attend the nursery.

They undertake observations of children as they play, and take notice of their interests. Staff complete assessments of children's development. Parents are informed of their child's achievements at the end of every week.

Children practise their independence skills from a young age. Babies begin to explore self-care as they are taught to clean their faces with a damp flannel after eating, and then putting the flannel in the wash pile. Older children know that they must wash their hands before and after eating, and after using the bathroom.

They enjoy serving their own lunch and drinks. However, staff do not routinely teach children about the importance of handwashing after sneezing or blowing their nose. This means children are not encouraged to make the link between some self-care practices and good health.

Children enjoy joining in group activities, such as circle time, story time and experiment time. However, sometimes children become distracted and frustrated, and articulate this through negative behaviours. Staff do not always fully engage children in purposeful play, especially during transitions from playtime to lunchtime Children's language skills are supported effectively.

For instance, babies choose books for staff to read to them. Staff introduce new words to older children when playing and participating in experiments, such as 'dissolving', 'disappearing' and 'funnel'. This helps to expand children's vocabulary.

The outdoor area is accessible to children each day. Children are eager to play outside and enjoy their time in the fresh air. They ride bicycles and demonstrate good physical skills.

Children are reminded by staff to be aware of others, share, take turns and use the equipment safely.

Safeguarding

The arrangements for safeguarding are effective.The provider and staff have a secure knowledge and understanding of child protection procedures and wider safeguarding issues.

They are aware of signs that may indicate a child is at risk of abuse. Staff know how to respond and report any concerns about a child or an allegation against a member of staff. They access regular training to keep their knowledge and skills up to date.

The provider implements robust recruitment procedures to ensure that staff are suitable to work with children. Staff are deployed effectively and ensure that the indoor and outdoor areas are safe and secure for children to play.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nensure all children are continually engaged in challenging and purposeful play and learning experiences, including during transition times strengthen the implementation of hygiene procedures in order to routinely promote effective self-care among the children.