Barley Lane Montessori Day Nursery

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About Barley Lane Montessori Day Nursery

Name Barley Lane Montessori Day Nursery
Ofsted Inspections
Address 41 Barley Lane, Goodmayes, Essex, IG3 8XE
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Redbridge
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are well cared for at this safe, warm and welcoming nursery. They arrive calmly and are confident to explore the interesting and age-appropriate activities that are set up for them.

New babies and toddlers are supported well by their key person as they settle into the setting. Staff are caring, approachable and responsive to them. They spend time getting to know their key children and form positive bonds with them.

Children's emotional well-being is supported well. Leaders and staff have high expectations of what they want children to achieve, including those children with special educational needs and/or disa...bilities (SEND) or delays in their learning. Leaders are aware of the effects that the COVID-19 pandemic has had on children and are sensitive to this.

They make children's development in their communication and social interactions a clear priority to help them achieve what they need for their future learning. Children have good opportunities to form positive relationships with their peers and develop their social skills well. For instance, they learn to share resources with others during activities and are confident to share their ideas with others in a group.

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

Staff support children with SEND or children who have any delays in their learning well. They recognise any possible gaps in children's development and successfully plan activities to support their learning. Leaders and staff establish effective partnership working with other professionals.

They seek advice from other agencies about additional ways in which they can support children who may need additional help and implement this accordingly.Staff form effective partnerships with parents. Parents receive regular updates about their children's development.

For instance, they access information about their children's next steps in learning via an online app. Staff gather useful information about children when they start the setting and use this to support their individual needs. For example, staff ask parents about children's favourite rhymes and songs in their home language and play these in the setting.

Children's differences are welcomed and valued, and they develop a sense of belonging.Children behave well. They listen to staff and follow instructions well.

Staff successfully teach children how to behave. For example, they remind children of the 'golden rules' during routines. Children understand staff's expectations of their behaviour and follow these.

Staff support children's communication skills well. Staff regularly sing songs and model language during activities. This helps children to develop their vocabulary and understand what words mean.

Older children become confident talkers and can explain themselves clearly.Children develop their physical skills well and have good opportunities to be physically active to support their health and well-being. For instance, children use climbing equipment and large wooden blocks to climb on and balance.

Children move with control and confidence. They eat balanced and nutritious meals and learn about healthy lifestyles.Overall, staff have a good understanding of what children need to learn next.

They plan for children's development well. However, some staff are not specific enough about their intent for children's learning during activities. On occasions, they do not have a clear focus on the key skills that they want individual children to achieve in readiness for the next stage of their learning.

Nonetheless, staff know their key children well and, overall, children make good levels of progress in all areas.Leaders provide good opportunities for staff to improve their understanding of their roles and responsibilities. Overall, they check on staff's professional development well.

For instance, staff are given information and training videos to access via a staff's online app, to refresh and update their knowledge. Leaders check staff's development and understanding, such as through quizzes. However, the current procedures to monitor each individual member of staff's ongoing practice do not quickly recognise any emerging weaknesses in staff's teaching.


The arrangements for safeguarding are effective.Leaders know their safeguarding responsibilities and how to maintain children's safety and welfare. The premises are safe and secure.

Staff follow safety procedures well. For instance, they regularly assess risks in all areas children use and identify and remove any hazards. Leaders and staff know the signs that may indicate a child is at risk of possible harm.

They know how to report their concerns about children and what to do if there is an allegation made about a member of staff. Staff are aware of broader safeguarding issues, such as the 'Prevent' duty guidance.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support all staff to focus on the precise skills they want each child to gain, to fully maximise children's learning opportunities develop existing processes to monitor staff's practice, to help swiftly recognise and address any areas that may need further support.

Also at this postcode
Barley Lane Montessori Pre-School and After-School Centre

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