Growing Minds Montessori Childcare

Inclusion: Needs attention

Children with special educational needs and/or disabilities (SEND) are not consistently supported. Leaders do not support staff to be able to identify children's needs or to implement effective support plans. Where gaps in children's progress are identified by staff, support put in place is not given time to have an impact. As a result, children do not receive the support they need to make expected progress. Adaptations to learning activities are made, but this is not consistent. This means that children do not always access a well-planned curriculum that meets their needs. Staff do not receive the support they need to be able to support children with SEND. The support children receive is reliant on staff's prior knowledge.

Children who are known (or previously known) to children's social care are supported. Time is taken to understand barriers they face, and help is put in place. Where referrals for speech and language therapy are made, staff work closely with parents and encourage regular attendance to sessions. As a result, children are supported and make progress in this area. Parents report that staff are approachable when discussing concerns about their children.

Curriculum and teaching: Needs attention

Leaders do not have an effective overview of the curriculum. They do not have a clear vision of what they want children to learn and be able to do. As a result, there are inconsistencies and weaknesses in practice, and there are limited opportunities for learning. Staff do not monitor children's development effectively. They have an overview of children's next steps, but do not always identify gaps in knowledge. On occasion, staff adapt learning to meet the needs of children. For example, when counting, some children count to smaller numbers, whereas some children are challenged and count to bigger numbers.

Children's language skills are developed throughout the setting. Younger children use single words to describe textures, and older children use sentences to talk about what they are making. Children engage in long conversations, supported by staff who ask relevant and thought-provoking questions. They enjoy stories and signing rhymes at transition times. Mathematical language is used throughout play. For example, children learn to fill containers until they are 'full' and say if they need 'more'. Physical development is encouraged through soft play. Children access the large outdoor area, where they climb and run.

Achievement: Needs attention

Children make some progress from their individual starting points. Staff recognise that children have different starting points and rates of learning. Systems for tracking children's progress and identifying next steps are not used consistently. As a result, children do not always receive the targeted support they need to make expected progress. Children with special educational needs and/or disabilities and children known (or previously known) to children's social care make some progress. Their experiences differ, and they do not always receive the support they need. This means that they do not make steady progress.

Children's communication and language skills are developed. They learn to become effective communicators, making their needs and wants known. Language skills develop through sharing stories. For example, older children retell stories using phrases from the book. Children in pre-school are well supported for the next stage in their development. For example, they self-serve at mealtimes and put their coats on.

Behaviour, attitudes and establishing routines: Needs attention

There are inconsistencies in how some staff support children's behaviour. For example, when children are unkind in their interactions, staff do not always support children to understand their actions and the impact their behaviour has on others. Routines throughout the day are not fully embedded throughout the setting. For example, children wash their hands for lunch, but some do not sit down promptly. This disrupts the transition to mealtime as children are not ready to eat. Furthermore, where children have followed the expectations, they are seated for long periods. This means they become disengaged, and this contributes to the disruption further.

Children develop positive relationships with staff. They share their thoughts and include staff in their play. Staff are positive and caring towards children. They offer praise, which builds confidence and improves self-esteem. When children transition into the setting and become upset, staff are quick to offer reassurance and cuddles. This helps children to settle. Older children develop positive attitudes to their learning and play. They include their friends in their activities and engage in imaginative play.

Leaders promote attendance and punctuality. They work with parents and carers to overcome barriers they may face. For example, they offer flexible hours, meaning children benefit from regular learning and care.

Children's welfare and wellbeing: Expected standard

Children develop secure attachments with their key person. They seek them for comfort when they become upset. This makes children feel safe and secure in the setting. Children, including those known (or previously known) to children's social care, learn to be independent. For example, they put their coats and shoes away when they arrive. They are taught self-help skills as they learn to clean their hands and faces after eating. This means that they understand how to look after their own health and wellbeing.

Children learn the importance of physical exercise when they play outside. Babies develop their strength as they climb on soft-play equipment. They benefit from nutritious meals. Effective procedures are in place, such as safer sleeping and eating. This means that children are kept safe during these times. Children benefit from the support put in place for parents around these routines. For example, children become toilet trained.

Children learn about different countries and cultures as they share stories in different languages. Children learn to value books and develop a sense of themselves.

Leadership and governance: Needs attention

Leaders notified Ofsted of an event that meant the process for reporting incidents was not followed. Leaders took appropriate steps following the incident to improve knowledge and understanding of procedures to follow. As a result, practice in relation to safeguarding has been strengthened.

Leaders have a broad understanding of the strengths and areas for development in the setting. Although weaknesses are identified, strategies are not always implemented or evaluated consistently. For example, leaders trial different approaches to improve the curriculum, making it difficult to compare their impact. Leaders also do not always reflect on practice. For example, inconsistent expectations for reporting behaviour mean they cannot accurately assess whether behaviour has improved. Furthermore, leaders have not ensured that significant events are notified to Ofsted in a timely manner. However, they have taken appropriate action to resolve this.

Staff report that leaders manage their wellbeing well. They add that they regularly receive training, although this is limited. They are not always given the opportunity to further their own professional development. Supervisions are in place for staff. However, they do not consider staff workload and ensure they can carry out their responsibilities for children with special educational needs and/or disabilities.

Leaders and staff build positive relationships with parents and families. Parents report communication is a strength, and they are kept up to date with their child's day. Leaders and staff have open conversations when they have concerns and offer support when needed.