Montessori On The Park

Inclusion: Urgent improvement

Leaders do not ensure that children who have or may have special educational needs and/or disabilities receive the support they need. Although staff identify some concerns about children's development, leaders do not ensure that these concerns are properly assessed and that appropriate support is put in place. For example, children with identified communication needs do not have clear targets or planned support that can be monitored over time. Leaders do not ensure that information available about children's needs is used effectively to plan and provide targeted support. Children do not receive timely help to reduce barriers to their learning and development.

Leaders have not made effective arrangements to assess children's needs, plan support, monitor their progress or review whether the support is working. There is insufficient professional development to equip staff with the knowledge they need to do this effectively. Although concerns are raised with the wider leadership team, this does not result in effective action to secure further support when children need it. Children who require additional help do not benefit from effective joint working between the setting, their families and other professionals.

Curriculum and teaching: Needs attention

Staff do not implement the curriculum effectively enough across the setting. Staff do not make sufficient use of everyday interactions, in order to build children's communication and thinking further. Leader's plan learning around children's interests, such as their enthusiasm for animals. Staff sometimes introduce useful language in children's play. For example, when younger children notice an aeroplane, staff extend by describing a 'big aeroplane'. However, this is inconsistent. Staff provide opportunities for children to develop their physical skills. Babies and younger children practise climbing and walking, while older children develop their balancing skills.

Staff do not make use of what children already know and can do, in order to shape their teaching. With older children, interactions are often directive and focus on recalling familiar knowledge. For example, staff ask children to name colours and shapes but do not use their responses to extend their mathematical understanding or language. Staff do not consistently adapt activities for children's different ages and stages of development. Staff recognise that some children need additional support, but they do not adapt their teaching effectively enough to support their learning.

Leaders recognise weaknesses in teaching and want to improve staff practice. However, their actions have not yet improved teaching sufficiently. Staff do not build effectively enough on children's different starting points, needs and stages of development.

Achievement: Needs attention

Children generally make some progress from their starting points. Younger children develop physical and communication skills, including learning how to walk and using new words. However, weaknesses in teaching limit how well children build on what they already know and can do. For example, while older children demonstrate knowledge of colours and shapes, staff do not develop their understanding beyond what children already know. When this happens, some children lose interest and move away before their learning develops further. Children do not make as much progress as they could. Children who require additional help are particularly affected, because the teaching they receive does not respond effectively to their needs. They are not supported well enough to develop the knowledge and skills they need to be suitably prepared for their next stage of learning, including school.

Behaviour, attitudes and establishing routines: Needs attention

Children generally understand the setting's expectations for behaviour. Staff remind children about rules such as using 'kind hands' and 'taking turns'. At times staff support children when they need help to manage their behaviour. For example, when children become highly energetic, staff provide physical activities to help them to settle. However, staff do not reinforce expectations for behaviour consistently. At times, children run indoors or leave items on the floor after activities and staff do not remind them to tidy up. Staff sometimes complete tasks for older children rather than encouraging them to do these for themselves. Children do not learn to take responsibility or develop their independence through everyday routines sufficiently well. Some group activities are not sufficiently adapted for the different ages and stages of children. As a result, children lose interest and move between different activities.

Leaders promote regular attendance and punctuality; they monitor children's attendance and support parents to understand the importance of regular attendance.

Children's welfare and wellbeing: Needs attention

Leaders do not ensure that key-person and buddy arrangements are effective in meeting children's individual needs. In particular, when children require additional support, staff do not understand or implement the support they need. The support some children receive is not sufficiently tailored to their needs.

Children are generally happy and settled. Staff welcome children warmly and exchange information with parents about their care and routines. Parents speak positively about the care that their children receive and value the information shared with them.

Staff know children's allergies and dietary requirements and communicate this with the setting's chef. Staff understand and implement safer-sleep practices. Children have opportunities for outdoor play and are encouraged to stay hydrated and eat healthily during mealtimes.

Staff respond when children need support to manage their emotions and behaviour. However, developing children's independence during everyday routines is not prioritised. For example, staff serve children's food or complete simple tasks for them rather than encouraging children to attempt these activities themselves.

Leadership and governance: Urgent improvement

Leaders do not have effective oversight of the setting. There is insufficient leadership capacity to support the effective day-to-day running of the provision. The absence of a named deputy means that effective arrangements are not in place for someone to take responsibility for the setting when required. Wider leadership arrangements do not provide sufficient support and oversight to address weaknesses in the provision. Leaders do not take effective action to improve the quality of provision or ensure that children, particularly those who require additional support, receive the help they need.

Leaders recognise some weaknesses in staff practice. They identify improving the quality of teaching and developing staff practice as priorities for improvement. However, effective arrangements for staff supervision, coaching and professional development are not in place. Staff do not receive the support they need to improve weaker aspects of their practice. This contributes to weaknesses in teaching and in the support provided for children with additional needs. Leaders consider staff wellbeing and workload, but support to strengthen leadership is limited. The provider is not meeting some of the requirements that led to actions previously set by Ofsted. Consequently, weaknesses in leadership oversight continue to affect the quality of children's experiences.