Flying Start Montessori

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About Flying Start Montessori

Name Flying Start Montessori
Ofsted Inspections
Address Long Lane, Fowlmere, Royston, Cambridgeshire, SG8 7SZ
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Cambridgeshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are eager to learn, confident and articulate.

When they arrive at the gate they take the hands of friends and walk in together. They chat to each other about activities they have enjoyed with their families. Staff have high expectations about what children can achieve.

They check what children already know and then give them new knowledge. For example, as children harvest a radish from their vegetable patch, they are able to label the leaves, bulb and roots. Staff then show them the 'tap root' and explain its function to absorb food and water.

Children behave very well. They are able to manage their o...wn behaviour and that of others. For example, they tell another child 'no bikes allowed in there'.

Staff help children to very much foster a can-do approach. This helps encourage children to explore through trial and error, to solve problems and celebrate their achievements.All ages of children are cared for together.

This gives the nursery a real 'family' feel. Parents agree that their children benefit wholeheartedly from being able to mix with children their own age and also those younger and older than them. The older children act as very positive role models for the younger children.

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

The indoor and outdoor environments have been carefully considered to provide a broad and varied curriculum for all children. Staff are clear about what they want children to learn and gain from the activities provided. Staff challenge children to think through ideas.

For example, when a child requests to make some night-time vision goggles, a member of staff asks how she will make them, what she needs and how she will secure them around her head. However, staff do not always place a high enough value on giving children the time to finish activities to their own satisfaction, before they are required to move on to the next part of a routine.Staff know the children and families very well.

These positive relationships help children to feel safe, secure and happy. This is evident when children arrive and separate readily from their parent or carer. Feedback from parents is overwhelmingly complimentary.

They give great praise for the staff and the genuine love they have of what they do. Parents have appreciated the supportive contact that staff have maintained with their children during the COVID-19 (coronavirus) pandemic.Children's language development is well supported during interactions from staff and the activities they enjoy.

The youngest children enjoy a musical activity and are beginning to join in familiar words as staff slow the songs down to support this. Older children demonstrate their ever-increasing vocabulary, for example, as they explain the process of photosynthesis. Children love to read for pleasure and sit and 'read' stories aloud to themselves.

Children have well-developed imaginations. They develop ideas with each other, such as 'Cheeky rascals are on their way', and run, chase and hide from one another. They construct model houses for toy animals from magnetic tiles.

When the model breaks, they show resilience as they quietly and conscientiously re-build it, this time with a balcony.Overall, care practices are good. Children enjoy healthy, balanced and nutritious meals and snacks.

These are carefully planned to consider all children's dietary needs and preferences. Mealtimes are very social occasions and used well to promote children's independence skills. For example, children pour their own drinks, and wash up their own crockery and cutlery after eating.

Arrangements for enabling children to rest and sleep are appropriate. Staff work with parents to ensure that children are well rested according to their needs.The staff work very well together as a team.

Staffing arrangements have improved since the last inspection. Less experienced staff welcome the opportunities to learn from those staff who are more experienced. The provider is very supportive of staff's continuous professional development.

Recruitment and induction procedures are robust, including instances where agency staff are employed. Staff have regular supervisions to discuss and continually improve their practice.


The arrangements for safeguarding are effective.

The provider and staff have a good knowledge of safeguarding and the procedures to follow if they have concerns about a child. They also have good knowledge about what to do if they have concerns about the behaviour of another member of staff. Staff have a secure knowledge of wider safeguarding issues, such as preventing children being drawn into radicalisation and/or terrorism.

Staff undertake regular training to keep their safeguarding knowledge up to date. Staff meetings always include an aspect of safeguarding to ensure that staff have regular opportunities to discuss policies and potential scenarios.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: find ways to raise the level of children's participation and engagement to even higher levels so that they are able to complete self-chosen activities to their own satisfaction, especially when there is an upcoming change to routine.

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