Unique Child Montessori Nursery

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About Unique Child Montessori Nursery


Name Unique Child Montessori Nursery
Inspections
Ofsted Inspections
Address 2a Wood End Way, NORTHOLT, Middlesex, UB5 4QQ
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Ealing
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children arrive at this nursery to a warm welcome. They quickly settle into play, joining their friends. Children have access to a range of resources to play with.

However, not all staff are fully confident in extending children's play to build on what children know and can do. The curriculum is not consistently implemented throughout the day to ensure children are engaged in high-quality learning. Staff support children in developing their language and imagination.

For example, during a water-play activity children explore the fish and shells, listening for the sounds of the sea. Some staff can skilfully extend knowledge... by showing children a map of the world and explaining land and sea. However, there are missed opportunities where vocabulary could be extended further.

Children begin the day by freely choosing activities based on their interests, before joining others for carpet time. They sing along to songs to introduce the day and the weather before beginning to practise songs for their Mother's Day event. Children develop their physical skills with a range of activities.

For example, older children use pipettes to build on their finger strength and support the development of the pincer grip. Babies explore paints using their hands and easy grip paintbrushes. This supports early writing skills.

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

The manager carries out regular supervision meetings with staff. This supports staff's practice, generally well, and identifies training needs. However, these are not yet effective in raising the practice of all staff.

Variations in the quality of the provision hinder the ability to reach a good overall outcome.Staff understand what they want children to learn next. However, the curriculum is not implemented consistently.

At times, the activities provided are not challenging enough to help children to make progress. This means that children, including those with special educational needs and/or disabilities, do not achieve as well as they should.At times, children cannot fully engage in play due to daily routines.

For example, in the toddler room before lunch, staff read books to children while they are waiting for nappy changing and toileting routines to be completed, rather than allowing them time to play.Staff build on children's communication and language through story telling and talking to children as they play. However, many children attending the nursery speak English as an additional language.

There are limited visual prompts to support children's understanding, which has an impact on the children's curiosity within the nursery. During mealtimes, there are missed opportunities to engage children in conversation at this social event.Children learn about good health practices in a variety of ways.

They are provided with freshly prepared, well-balanced meals, which consider their dietary needs. They have regular outdoor play, where they enjoy using tricycles and creating colourful marks with chunky chalks. Before mealtimes, they wash their hands and follow good hygiene routines.

Children develop good independence skills and manage tasks which will prepare them for school. For example, older children learn to put their coats on for outdoor play and self-serve at mealtimes. Babies feed themselves using their hands and progress to using a spoon.

Staff develop good partnerships with parents. When children begin, staff learn about their child's interests and development stage and use this as a starting point to plan for the child. They work closely in updating parents with their children's progress.

Parents share a positive view of the nursery, stating that their children are settled and happy.Children behave well in this nursery. Staff role model good manners and kindness.

All children including babies show a good attitude to learning. Children are learning valuable life skills.

Safeguarding

The arrangements for safeguarding are effective.

Staff have a suitable understanding of their safeguarding responsibilities and can recognise the signs of abuse. Staff know who to share their concerns with and know that this needs to be carried out promptly. The manager undertakes sufficient checks to ensure staff are suitable to work with children and have ongoing suitability processes in place to keep children safe.

Staff and the manager know how to report a concern to the relevant authorities if an allegation is made against a staff member. Staff ensure that the premises are safe and secure for children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove staff supervision and coaching to ensure the quality of teaching is consistently good in all areas nensure the curriculum is sufficiently challenging for all children, including children with special educational needs and/or disabilities, to ensure children receive best possible outcomes nensure routines are carefully planned, so disruption in play is minimised be more consistent in how the curriculum for language and communication is delivered, including adapting for children who speak English as an additional language.


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