Rainbow Montessori School, W.Hampstead

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are confident and secure at this very well-organised setting.

They explore the learning environment independently, knowing where to find their favourite toys and Montessori resources. Staff ensure that the curriculum they plan is differentiated to meet the needs of all children. They have high expectations for all children, including children with special educational needs and/or disabilities.

Children's mathematical development is a priority. Staff seize every opportunity to reinforce children's early mathematical skills. With staff's encouragement, children count everyday objects, compare construction pieces... by shape, size and colour and sing number rhymes regularly.

They play hopscotch, shouting out the numbers as they land on them. Older children begin to explore groups of 10 and one, using coloured beads. They identify the corresponding teen numbers, recognising numbers and solving simple calculations.

Children form very secure attachments with staff, who are always calm and caring. They are very familiar with the setting's routines. They know when it is time to listen to a story or get ready for lunch and what they need to do before going home.

All children behave well. They listen to and follow instructions appropriately. Children always use good manners and treat each other with kindness and respect.

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

The manager and her staff are committed to their childcare roles. They have a clear vision for providing quality care and education for children. Staff focus on the prime areas of the early years foundation stage, enhancing the setting with Montessori teaching and resources.

The setting is based in a church hall and the learning space is shared use. This means that staff set up and pack away the learning environment every day. However, staff use this as a positive.

They change the space and resources regularly, considering children's individual learning styles, interests and development needs.Parents are very happy with the support their children receive. They say that their children make good progress and love attending the setting.

Staff's communication with parents is good. For example, parents receive regular updates about their children's activities and have access to online information about their progress.Staff know all children well.

They use ongoing observation and assessment to identify gaps in children's knowledge and skills, planning targeted activities to address them. However, some staff do not take account of children's needs and level of development when working with them. They do not consistently provide targeted support and teaching.

This means that some children do not make as much progress as they could.Children enjoy exciting activities. Staff use topics to support children's learning in specific areas of the early years curriculum.

For example, children develop their understanding of animals and plants through a farm topic. The manager comments that if they cannot go to the farm, she will make sure that the farm comes to the setting. Consequently, staff have set the outside space up as a farm, with a milking area, a pigsty and a growing area.

This helps children to learn about farm animals and how to look after and harvest crops.Staff understand the importance of developing children's communication and language skills. They model spoken English well.

Children listen to stories and sing songs and rhymes regularly. They read books on their own and with staff, in the well-stocked book areas. However, some staff do not encourage children to repeat simple words and practise their spoken English.

They do not use questions to generate talk. This has an impact on some children's language development.Children's independence, confidence and good behaviour are strengths in this setting.

For example, the youngest children decide when they would like a snack. They find their bag, removing their snacks and putting them on a plate. Children pour their own drink and afterwards wash up their plate and cup.

Staff are very well supported by the manager. They discuss how helpful she is and appreciate the fact that they can go to her for personal and professional advice. The manager provides staff with training and professional development opportunities, which helps them improve their knowledge and teaching practice.

Staff feel very happy at work.

Safeguarding

The arrangements for safeguarding are effective.The manager and her staff have a secure understanding of their responsibility to protect children from harm.

They know the referral procedures to follow should they have concerns about the welfare of a child. Staff demonstrate a secure knowledge of a range of issues relating to safeguarding children. They are proactive in sharing information with parents about safeguarding matters, including online safety.

The manager completes suitability checks and regular supervision meetings to monitor staff's ongoing suitability to work with children. Children learn how to keep themselves safe, inside and outside the building.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nensure that all staff take account of children's individual learning and development needs when working with them strengthen the teaching of communication and language teaching by making sure that all staff encourage children to continually practise their spoken English skills.