Bright Little Buttons Montessori

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Bright Little Buttons Montessori.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry school comparisons and much more. Below is some useful summary information regarding Bright Little Buttons Montessori.

To see all our data you need to click the blue button at the bottom of this page to view Bright Little Buttons Montessori on our interactive map.

About Bright Little Buttons Montessori


Name Bright Little Buttons Montessori
Inspections
Ofsted Inspections
Address The Parish Rooms, Broadwater Street West, WORTHING, West Sussex, BN14 9DE
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority WestSussex
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are warmly welcomed and easily leave their parents at the gate of this calm, well-organised nursery.

They are very familiar with the consistent routines. Even the youngest children hang up their coats and put away their bags when they arrive. Older children skilfully choose and access the Montessori resources situated on low-level shelving.

They have ample time and space to play. Children quickly learn to organise their own activities. For example, they confidently find a floor mat to contain their building block activities.

Children concentrate extremely well as they play together to make castles wit...h magnetic shapes. They are keen to share their achievement with staff and visitors. Children name the shapes and learn new vocabulary, such as 'turret', as they compare their building shapes with those in a book about castles.

When the game is finished, the children happily put everything back in the correct place. Children form close relationships with the attentive, caring staff. Children follow their respectful behaviour and learn positive social skills to help them build meaningful friendships.

They are encouraged to be part of the familiar group that has a family feel. Children take turns and use good manners with minimal prompting from staff.

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

The manager and staff get to know the children and families well.

Parents say their children make secure attachments to their key person and talk happily about their time in the nursery. Parents appreciate the variety of opportunities they have to become involved in their children's learning. For example, they are invited to join in regular forest walks, where children can learn about the world around them and the changing seasons.

Children and parents share theatre trips and books from the nursery to develop literacy further. Additional funding is used well to ensure that all children benefit from these trips and outings.Staff and children share exciting stories and information books in all areas of the nursery.

Staff focus strongly on promoting children's communication and language skills. Staff encourage them to listen to environmental sounds, such as the sirens from emergency service vehicles as they go past. Children are encouraged to talk about what they see and hear.

They develop their imagination and knowledge of the world further as they play outside. For example, they enjoy making vehicles from crates and discuss where to go and what to take with them. Children learn to sit and listen carefully at group time.

Staff quickly get to know children's individual characters and learning needs. Learning is carefully sequenced. Children confidently practise skills they remember over time and make good progress.

For example, older children learn how to use and revisit Montessori equipment, such as graded blocks, that embed mathematical knowledge. However, at times, the youngest children are not motivated by activities indoors. As a result, these children are not consistently engaged in learning.

The manager and staff support children's independence extremely well. For instance, children use the 'life skills apparatus' to help their competence with activities such as pouring and using spoons. Everyone is engaged in getting ready for lunchtime.

Children set out the chairs and put cloths on tables. Children manage their own self-care well and know when and why they need to wash their hands. Children are well prepared for school.

Staff support children's developing physical skills carefully. For example, children are taught to use scissors and pick up small apparatus, such as beads and lentils, in a variety of ways. They develop the arm movements and hand control needed later for writing.

Children thoroughly enjoy practising yoga poses and moving to music to help them control their bodies.The manager and staff work well together as a team. The experienced manager works alongside staff and shares her expertise with them through regular training sessions.

For example, they recently discussed how to model the use of some equipment. The manager has a good understanding of the nursery's strengths and weaknesses. She is planning more support for less-experienced staff in supporting children's learning through their own choice of play.

For example, at times, staff observe these learning opportunities but do not check that children are sufficiently challenged.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff confidently identify the possible indicators of child abuse and know what to do should they have any concerns about a child's welfare.

They receive regular updates about safeguarding issues and discuss these to help keep children safe from harm. The manager follows good recruitment processes and checks the suitability of adults working with children. Children and staff practise emergency evacuations so they know what to do in case of fire.

The manager ensures that all staff risk assess the building and children's activities. She monitors accidents carefully and makes changes, such as improvements to the surface outside, to help keep children safe.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review and improve the learning experiences available for younger children so that they are consistently motivated and engaged continue to improve teaching skills to help ensure that staff challenge and extend children's learning as they play.