Barley Lane Montessori Pre-School and After-School Centre

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About Barley Lane Montessori Pre-School and After-School Centre

Name Barley Lane Montessori Pre-School and After-School Centre
Ofsted Inspections
Address St Paul’s Community Centre, Barley Lane, Goodmayes, Essex, IG3 8XE
Phase Childcare on Non-Domestic Premises, Sessional 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

Staff place a great importance on developing children's language and communication skills. Most children speak English as an additional language.

They have access to a wide range of books and enjoy listening to stories throughout the day. Staff bring the stories to life, explaining what is happening in clear simple language to secure children's understanding. Staff have high expectations.

They develop their early literacy skills and begin to understand that print carries meaning. For example, children playing with a word puzzle ask their key persons what the words are.Children are confident and happy.

They for...m strong bonds with their key person and other children. They play well together, negotiating and sharing their toys appropriately. When any issues arise, most children are able to sort things out between themselves.

Staff are always close at hand to intervene when necessary, reminding children about the importance of playing fairly. Children use good manners, showing respect and consideration for their friends and the staff who look after them.

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

The manager and her staff team are very dedicated and hard-working.

As the setting is based in a community centre, staff set up and pack away the furniture and resources every day. However, staff make sure that this does not impact on the quality of the setting. They always ensure that children's learning opportunities are engaging and meet children's individual development needs.

Staff create a curriculum that prepares children for their eventual transition on to school. They focus on the prime areas of the early years foundation stage. Children are encouraged to follow their own interests and build on their previous knowledge and skills.

Key persons use their ongoing observation and assessment to identify the next steps in children's learning and development.Children with special educational needs and/or disabilities make good progress. The deputy, who is also the special educational needs coordinator, works closely with children's key persons, parents and external agencies to ensure that children receive relevant and timely support.

Children with English as an additional language are well supported. Staff understand how to improve children's developing communication and language skills. They talk to children all of the time, asking open-ended questions to generate conversations and encouraging them to repeat simple words and phrases.

Staff use picture prompts to reinforce their instructions.Staff working with older children understand how to challenge and extend children's learning. For example, children playing with a wooden train set are introduced to a 'stop' sign by staff.

They immediately incorporate this into their play, holding the sign up when they want their friends to stop their train. However, some staff working with younger children do not always support children's play as effectively. They do not intervene to develop and extend children's learning and do not ensure that all children receive regular adult support.

Children are encouraged to be independent and are able to do a range of things for themselves. They find and put on their own coats and hats, tidy away their toys after playing and confidently use the toilet themselves.Children's behaviour is good.

Most children understand the setting's routines and expectations for their behaviour. However, staff do not plan some daily routines, such as snack time and transition to lunch as effectively. Children spend too long waiting and valuable learning time is lost.

Staff's professional development is a high priority. Managers uses regular supervision sessions and performance management procedures to help to identify where staff need training. Staff comment on how managers always go out of their way to support their overall well-being.

Parents are fully included in the life of the setting. Staff organise regular social events for families and encourage parents to share their traditions during celebrations. They organise workshops to help parents to support their children's learning at home.

Parents speak very positively about the setting and the staff, and are very happy with the progress which their children make.


The arrangements for safeguarding are effective.The manager and staff team demonstrate a clear understanding of safeguarding procedures, including the steps to follow in the event of a concern about the welfare of a child.

Staff understand whistle-blowing procedures and what they should do if they are concerned about the behaviour of managers or staff. Staff receive regular training, including comprehensive induction and probationary programmes when they first start employment. Staff ensure that children's behaviour, health and hygiene are managed well.

They teach children how to keep themselves safe. Staff complete daily checks of the inside and outside areas to identify hazards and reduce potential risks.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen teaching practice and provision in the toddlers' area by ensuring that staff effectively support and extend all children's play regularly review daily routines, making sure that children's learning time is not unnecessarily lost and they remain purposefully engaged in activities.

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