Neasden Montessori School

Inclusion: Strong standard

Leaders establish an inclusive culture where every child is welcomed and valued. They have a highly developed and precise understanding of the setting's context and recognise that many children join speaking English as an additional language or with differing early learning experiences. Leaders ensure that staff systematically assess children's starting points and use ongoing, sharply focused monitoring to identify emerging needs at the earliest stage. Intervention is immediate, targeted and consistently reviewed for impact, ensuring that barriers to learning are rapidly reduced and, in many cases, overcome.

Staff work closely with parents and external professionals to ensure children receive the support they need. Strategies are implemented consistently so that children can communicate and participate fully in the curriculum. For example, staff use visual communication prompts and clear language modelling to help children understand routines and express their needs. These approaches are strengthened through targeted professional development, including speech and language programmes, Makaton and Attention Autism training, which staff apply with confidence and consistency, leading to measurable improvements in children's communication and engagement.

Leaders maintain high expectations for all children, including those receiving support for special educational needs and/or disabilities (SEND). Staff adapt activities and resources so that children can access learning alongside their peers. Additional funding, including early years pupil premium, is used strategically to provide targeted interventions, additional staffing and enriched experiences, such as educational visits and access to books, which significantly broadens children's experiences and accelerates their progress. Leaders track the progress of funded children closely and adjust provision to ensure sustained impact.

Staff value children's backgrounds and experiences and ensure these are reflected in the environment and daily interactions. Children see their cultures represented through books, language and celebrations within the setting. Children feel included and confident in participating in activities. Leaders and staff regularly review the effectiveness of inclusive practice through assessment systems and individual plans, demonstrating clear evidence of progress, particularly in communication, personal, social and emotional development and engagement. Barriers to learning are reduced effectively and children develop secure relationships with staff and their peers. As a result, children, including those with SEND and those in receipt of additional funding, make strong and often rapid progress from their starting points.

Curriculum and teaching: Expected standard

Leaders have designed a structured curriculum based on Montessori principles that promotes independence, communication and exploration. They consider children's starting points carefully and ensure that staff provide experiences that build progressively on what children already know and can do.

Staff organise a prepared environment where children can select resources and practise practical life skills that support their development. These experiences help children develop concentration, coordination and early problem-solving skills. For example, children practise pouring water between small containers and carefully transfer objects using spoons. These activities help children strengthen their fine motor control and develop focus as they complete tasks independently.

Staff support children's learning through conversation and encouragement during play. They model simple language and introduce new words to help children communicate their ideas and participate in activities alongside their peers. However, teaching during larger group sessions is not always sharply focused on children's engagement. At times, group activities last too long for younger children, and some begin to lose interest and become less involved in the learning taking place. Strengthening staff practice during these group sessions would help ensure that teaching maintains children's attention and supports their learning more effectively.

Achievement: Expected standard

Children arrive at the setting with varied starting points. Many children speak English as an additional language when they begin, initially communicating through gestures or single words. Children gradually develop confidence in expressing themselves as they participate in daily play and learning opportunities. As a result of consistent language modelling and targeted support, children make clear progress in communication, increasingly using language to communicate with their peers and adults. For example, during small-group play, children use short phrases such as 'my turn' or 'look at this' as they share resources and explore activities together.

Children show growing independence as they explore the prepared environment. They select resources and remain engaged in activities that encourage concentration and persistence. Practical activities such as threading beads or organising materials help children develop coordination and problem-solving skills. Children demonstrate sustained engagement and increasing concentration, supporting progress across areas of learning.

Children who receive additional support, including those with special educational needs and/or disabilities (SEND), make progress alongside their peers because activities are adapted to meet their needs. Targeted interventions and careful monitoring ensure that children with SEND make measurable progress from their starting points. However, opportunities to consistently develop independence in everyday self-care routines are not fully embedded. As a result, some older children do not yet demonstrate the independence skills needed to fully support their readiness for the next stage of learning, such as managing personal hygiene independently. Addressing this will further strengthen children's readiness for school.

Behaviour, attitudes and establishing routines: Strong standard

Staff establish clear and consistent routines that help children feel secure and confident throughout the day. These routines are embedded in daily practice and create a calm and purposeful environment where children understand expectations and move confidently between activities. Staff build warm relationships with children and respond sensitively to their emotional needs. Children approach familiar adults readily for reassurance or guidance, demonstrating that they feel safe and supported in the setting. Leaders place importance on regular attendance and punctuality, working closely with parents to promote consistent routines so children arrive ready to engage in learning.

Children demonstrate positive attitudes towards their learning. They concentrate on activities and take pride in completing tasks they have chosen. For example, children carefully return Montessori resources to the correct place once they have finished using them, showing responsibility for their environment and respect for shared materials. Staff guide children in developing considerate behaviour towards others. They encourage children to cooperate, share resources and take turns during play. Children show kindness to their friends and respond well to gentle support from adults when resolving minor disagreements. Transitions between activities are smooth and well understood by children. Children behave thoughtfully and show confidence, self-control and respect for the routines and expectations of the setting. Children arrive settled and ready to participate, supporting their engagement and continuity in learning.

Children's welfare and wellbeing: Expected standard

Staff prioritise children's emotional wellbeing and create a nurturing environment where children feel safe and supported. The key-person system enables staff to build secure relationships with children and understand their individual needs and experiences.

Children demonstrate that they feel comfortable and confident in the setting. Staff respond sensitively to children's emotions and provide reassurance when needed. For example, when children become upset during play, staff calmly acknowledge their feelings and support them to return to their chosen activities once they feel ready.

Staff promote children's health and physical development through regular outdoor play and well-established hygiene routines. Children wash their hands before meals and benefit from opportunities to develop their strength, balance and coordination as they use outdoor equipment and explore the environment. However, opportunities for children to develop independence in everyday self-care routines are not always consistently promoted. At times, some older children rely on staff to manage tasks. This reduces opportunities for children to practise essential personal hygiene skills and take responsibility for their belongings.

Leadership and governance: Expected standard

Leaders have a clear understanding of the context of the setting and the needs of the families it serves. They prioritise communication development, inclusion and children's independence in their vision for the provision. Leaders work closely with parents and maintain regular communication about children's learning and development. Information is shared through meetings and digital learning journals so that parents understand how to support their child's development at home. For example, newsletters and emails are translated into families' home languages using translation tools and support from bilingual staff so that parents who speak English as an additional language can access important information about the setting. Parents comment positively about the care and learning their children receive and speak highly of the support provided by staff.

Leaders monitor children's progress and review the effectiveness of the curriculum. They maintain oversight of practice across the setting and support staff through regular supervision meetings where children's development and professional practice are discussed. However, leaders have not yet identified through self-evaluation that staff's practice during group teaching sessions is not consistently engaging for children of different ages. Similarly, leaders have not recognised that opportunities for children to develop independence in daily routines are not being consistently promoted. These areas have not been addressed, and this reduces some children's progress.