|Name||Maria Montessori School|
|Ofsted Inspection Rating||Good|
|Inspection Date||12 December 2017|
|Address||26 Lyndhurst Gardens, London, NW3 5NW|
|Number of Pupils||Unknown|
|Percentage Free School Meals||0%|
|Pupils with SEN Support||2.9%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Maria Montessori School is an independent nursery and primary school registered for boys and girls aged from two to 12 years of age. The school opened in 1961 and is run by the Maria Montessori Training Organisation. It is located on six sites in London: Hampstead, West Hampstead, Notting Hill, Bayswater, Holland Park and Hornsey Rise. All Children House sites offer provision for early years and Year 1 pupils. Currently, the Hampstead and Bayswater sites have early years provision and provision for pupils from Years 1 to 6. Parents have an option to send their children to pre-nursery or nursery either part time or full time. All children in the Reception attend full time. Maria Montessori School is part of the Maria Montessori Institute, which is affiliated to the Association Montessori Internationale (AMI). This is also the Montessori teacher training centre in the United Kingdom. The Montessori approach to education is based on realising the potential of each pupil by engaging them in a developmental programme for each individual pupil, matched closely to each pupil’s specific learning needs. Teachers act as guides and facilitators in supporting pupils as they pursue the programme of work set for them or which they have chosen for themselves. There are 170 pupils on roll, out of which 49 are part time. In addition, 13 children attend the registered provision for childcare for children under three years of age. The main Lyndhurst school site in Hampstead uses local sports facilities. The school was last inspected in March 2014. The school aims ‘to serve children’s immediate needs while engaging a love of learning and independence of spirit and a sense of responsibility and care for the world in which we live’. There are few pupils who have SEN and/or disabilities. There are few who speak English as an additional language. There are very few most-able pupils. No pupils have a statement of SEN or education, health and care plan. There are no disadvantaged pupils. By the end of the inspection, the school met the statutory requirements for the publication of information on its website.
Summary of key findings for parents and pupils
This is a good school Leaders and members of the board of directors work well as a team. They ensure that the school meets all of the independent school standards. The proprietor and the board of directors provide strong support to ensure that the school continues to improve. Leaders have successfully created a culture that encourages pupils to become confident and self-motivated learners who achieve well. There is strong support for teachers. Consequently, the quality of teaching is good and pupils make good progress. The curriculum is engaging and deepens pupils’ knowledge and skills across a wide range of subjects. Pupils have a thirst for learning and their behaviour is outstanding. Pupils feel very safe and their personal development and welfare are exceptional. The school is effective in promoting pupils’ spiritual, moral, social and cultural development. Pupils are taught well about values such as tolerance and respect. Staff are highly committed and are proud to work at the school. Staff morale is high. Children make good progress in the early years because of the strong care and support and the effective teaching they receive. Children are prepared well for Year 1. The outdoor area in the early years is not effectively used to support and extend children’s learning. This also slows progress in their physical development. Expectations of pupils’ quality of writing are not consistently high. Sometimes there is lack of feedback on how pupils can improve their work. Some pupils lack the skills to read unfamiliar or difficult words to improve their reading, particularly the lower-attaining pupils. Leaders do not have a clear enough system to track and assess the progress of different groups of pupils across the curriculum. The school improvement plan lacks arrangements to enable the board of directors to check the effectiveness of actions taken by leaders. Compliance with regulatory requirements The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (’the independent school standards’) and associated requirements.