• Inspection date
• 2 December 2015

Summary of key findings for parents

This provision is good

• Children feel happy and secure at the nursery. It is clear that staff place a high priority
  on promoting children’s emotional well-being.
• Staff are kind, caring and receptive to children’s reactions and feelings, and welcoming and supportive to families.
• Staff use a range of effective strategies to promote all areas of children’s learning and development. Staff know children well and help them to be ready for the next stages in their learning.and procedures.
• The inspector held discussions with the manager.
• The inspector held discussions with parents and took account of their views about the
  nursery.

It is not outstanding yet because:

• Staff do not always make the most of some activities during small group times to ensure that all children can concentrate and be engaged for longer periods of time.
• On occasion, staff miss some opportunities to consider ways to encourage children to clear away their toys after play so that they fully value and look after them.

 

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

• consistently encourage children to take more responsibility for their environment, so they can value their toys and fully prepare them for school readiness
• improve ways to engage children further during small group activities so that they can concentrate for longer periods of time and benefit from joining in the learning experience.

Inspection activities

• The inspector observed the quality of teaching and the range of activities, both inside the nursery and during outside play.
• The inspector completed a joint observation with the manager.
• The inspector sampled relevant documentation, including children’s records and policies and procedures.
• The inspector held discussions with the manager.
• The inspector held discussions with parents and took account of their views about the nursery.

• Inspector
• Anahita Aderianwalla

Inspection findings

Effectiveness of the leadership and management is good

The manager and the small staff team have a clear understanding of the setting’s strengths and areas for improvement. Safeguarding is effective. Robust recruitment procedures are in place. Teaching is regularly monitored and effective practice shared to ensure consistency. Staff receive ongoing support through an effective programme of training to improve teaching. For example, staff have reorganised the resources following training to improve the learning environment. The manager closely monitors the progress of all children. Children make good progress and gaps in their learning are quickly closing. Staff work closely with other professionals to ensure children receive the support they require. Relationships with parents are good; they speak highly of how staff share ideas to help them support their children’s development at home.

Quality of teaching, learning and assessment is good

All areas are well resourced. Staff help all children, including those who are learning English as an additional language, to develop good communication and language skills. For example, staff read stories, use group time and songs to encourage children to talk about their experiences, and to introduce new words. They challenge children in play, and ask carefully considered questions to support them to solve problems on their own. Staff provide lots of praise when children show new skills. They encourage children to develop their mathematical skills by using regular opportunities to count or describe shapes, for example. Staff increase children’s physical development and experience of the world effectively.

Personal development, behaviour and welfare are good

Staff cater for children’s personal development well. The key-person system is effective. Children settle quickly and form strong relationships with the staff. Staff establish close partnerships with parents from the start in order to meet children’s needs and individual routines. Children develop an understanding of how to keep themselves safe and healthy; for example, they encourage parents to bring in only healthy foods. Children learn good hygiene routines. They develop good levels of independence as staff encourage them to put on their own shoes and coats.

Outcomes for children are good

Children are keen to engage in activities and have fun while they learn through play. All groups of children make consistently good progress from their starting point; gaps are identified quickly and are closing. Children are working in the typical range of development and are well prepared for starting school.

Setting details

Gina’s Montessori Nursery registered in 1987. It operates in Enfield, in the London Borough of Enfield. The nursery is open from 8.30am until 4pm every weekday, during term time only. The nursery offers a Montessori programme. The provider is in receipt of funding for the provision of free early education to children aged two, three and four years. The nursery employs five members of staff, four of whom hold relevant childcare qualifications at level 3 and above. The manager/provider holds Early Years Professional Status.

This inspection was carried out by Ofsted 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.

Any complaints about the inspection or the report should be made following the procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email [email protected].

The Office for Standards in Education, Children’s Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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