The New Montessori Pre-School

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About The New Montessori Pre-School

Name The New Montessori Pre-School
Ofsted Inspections
Address Methodist Church, Tarring Road, WORTHING, West Sussex, BN11 4ET
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 thoroughly enjoy their time at this inclusive and inviting pre-school. They radiate confidence as they introduce themselves to the inspector and show her the pre-school rules. Children are kind and enjoy spending time with one another.

Older children develop a sense of responsibility and pride as they spend time working alongside younger children. They show care as they hold the hands of younger children when walking out into the garden.Staff provide activities that capture children's curiosity and broaden their view of the world.

For example, staff support children who show an interest in globes. They use thi...s to teach children about continents and to test what they remember from previous learning. Children identify and name the continent Australasia and recall some animals that live there, such as koala bears and kangaroos.

Children are inquisitive and ask regular questions to help secure and embed their understanding.Children learn the skills they need to take care of themselves and their environment. Staff think carefully about the knowledge they want children to gain over time, such as being able to brush their own hair.

They then add resources to the environment, such as a variety of combs and brushes, mirrors, dolls, and hair accessories. This, along with quality interactions, helps children to develop good levels of independence.

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

The manager and staff create a curriculum that is well structured and built on what they want their children to learn.

Effective use of assessment means that potential gaps in children's development are identified and addressed swiftly. As a result, all children, including those with special educational needs and/or disabilities and children who speak English as an additional language, make good progress from their starting points.Staff work in partnership with parents and other professionals who are involved in children's care and learning.

For example, parents receive regular progress updates and ideas to extend learning at home. Parents report that they are very happy with the care and education their children receive, as well as the support they gain as a family. Staff liaise regularly with professionals to create consistent targets for those who require additional support.

Staff broaden children's knowledge through their interests and imaginations. For example, staff join children as they engage in role play about dinosaurs. They discuss the characteristics of each dinosaur, such as what they might eat.

Children learn that some types of dinosaurs were herbivores, and their long necks meant they were able to reach the leaves from tall trees. Children roar as they take on the role of a Tyrannosaurus rex on the hunt for a 'tasty Plesiosaur' hiding in the water.Staff provide children with opportunities to learn through their senses.

This helps children make connections between language and objects. For example, children learn about texture as they explore real pumpkins with their hands and notice how they feel. Children use language such as 'bumpy' while tracing the indentations and patterns on the skin.

Children develop an early understanding of literacy through their love of sharing books. For example, children find quiet spaces to enjoy a book of interest. They sit and concentrate on the pages and use the pictures to retell the story.

Some children, with the support of staff, identify familiar letters within the text and practise sounding these out. Others enjoy listening to stories while snuggling up with a member of staff.Children have lots of opportunities to learn new concepts that prepare them well for their future learning.

For example, staff introduce simple addition and subtraction through action rhymes and props. Children learn about measure as they use a spirit level to gage whether their structures are straight. Children practise their counting skills to the value of 10 as they tidy away small items.

Staff help children remember the rules through regular discussions and reminders. For example, staff encourage children to use their 'gentle hands' when playing with others. However, on occasion, staff do not use these opportunities to explain why the rules are important.

This means that some children take longer than others to understand what staff expect of their behaviour.


The arrangements for safeguarding are effective.Staff place children's safety at the forefront of all they do.

They update their knowledge of safeguarding matters regularly and demonstrate a secure understanding of the signs and symptoms of abuse. Staff have a secure knowledge of the policies and procedures to follow should they have a child welfare concern. Furthermore, staff confidently demonstrate their understanding of whistle-blowing procedures and how to escalate their concerns if necessary.

This helps to keep children safe from potential abuse. Staff help children to begin to understand risk. For example, staff discuss and demonstrate safe practice as children hammer pins into vegetables.

Children take great care as they hold the hammer correctly and tuck their fingers away. They learn the importance of checking the floor after the activity for loose pins, understanding the impact this may have on the safety of their friends.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop children's understanding of the rules and why these are important so they are able to make positive choices.

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