Oak Tree Montessori Preschool

Oak Tree Montessori Preschool
Unique reference number (URN): 2808215
Address: Church of God 7th Day Sabbath Keeping, 2 Oakhill Road, Beckenham, BR3 6NQ
Type: Childcare on non-domestic premises
Registered with Ofsted: 18/10/2024
Registers: EYR
Registered person: Oak Tree Montessori Limited
Inspection report: 12 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Strong standard
Achievement Strong standard
Children feel part of a special community at the pre-school where they learn a wide range of
skills. For example, children feel excited to share their well honed independence skills as
they tidy up after themselves and make decisions about their play. Children learn the
fundamental social skills they need to make friends and build relationships. They develop
key communication skills by learning key vocabulary and a secure understanding of
meanings of words so they can use them in their conversations. For example, they excitedly
talk about the colour of the week as they use descriptive language in their play. All children
have extremely positive relationships with staff at the pre-school. These key staff help them
to manage their feelings and emotions in readiness for learning. All children, including those
who need additional support feel confident about themselves as they try new and
increasingly tricky tasks. For example, children enthusiastically develop physical skills as
they explore water and paint. All children achieve very well across the curriculum. Children
feel positive and excited to learn. They have a solid foundation of key skills ready to start the
next stage of their learning journey.
Behaviour, attitudes and establishing routines Strong standard
The extent to which all staff teach children independence is impressive. Children of all ages
confidently do things for themselves and each other. For example, they confidently use tools
to cut fruit and vegetables to feed themselves. Staff provide an abundance of opportunities
for children to make decisions about their learning. This helps children to consistently feel
self-sufficient and drives their motivation to learn.
Staff create a strong culture of acceptance and kindness. Clear expectations are fully
embedded throughout the pre-school. For example, children learn to be patient with others.
They know that it is important that they give each other space to concentrate and focus.
Children make consistently good choices in their play and interactions with one another.
Staff diligently track children's attendance and help families to understand the positive
impact that regular attendance has on children's achievement.
Staff skilfully adapt routines to scaffold learning for children who need extra support. For
example, they consider children's energy levels closely, and the breaks individuals need to
regain their focus and readiness to learn. Children's behaviour and attitudes to their learning
are consistently positive and impressive.
Children's welfare and wellbeing Strong standard
Leaders give clear messages to children and their families about children's physical health
and wellbeing. Staff consistently promote these messages. For example, children have a
deep understanding of the importance of nutrition. They congratulate themselves on the
healthy foods they eat at lunchtime. Children learn about sustainability and growing in
impressive ways. For example, by observing the lifecycle of plants and insects and where

food comes from. children develop lifelong healthy eating habits that they continue beyond
the pre-school.
Children have plentiful and enriching opportunities for outside learning in the fresh air. Staff
have extensive knowledge of how to promote children's physical strength, balance and
coordination. Children tend to plants and engage in exercises under the watchful eye of
staff. This helps to motivate children to feel excited about movement and physical activity.
All children have extremely positive relationships with staff at the pre-school. These key staff
help them to feel safe and happy. All children, including those who need additional support
feel confident about themselves and their learning. Staff work closely with expert partners to
support children with barriers to their wellbeing. They create and regularly review support
alongside parents. This support is consistently implemented by all staff and is of high quality
so that children's needs are fully met to promote their wellbeing.
Curriculum and teaching Strong standard
Leaders design a highly stimulating curriculum that covers in depth all areas of children's
learning. Staff skillfully inspire the children's love of reading. Across the pre-school all staff
provide enriching opportunities for children to hear stories. They captivate children's
imagination through discussions, and storytelling so that children develop a strong grasp of
story language. This provides an excellent foundation for early literacy, language skills and a
love of reading.
Children feel excited to make choices in their play from a variety of carefully selected
activities that support them to reach clear goals. For example, children develop curiosity as
they learn mathematical skills. Staff help them to develop number sense, through a variety
of exciting problem-solving activities. Staff spark children's interest in exploring scientific
experiments. For example, children hone physical skills by using pipettes to move liquids as
well as manipulating dough to create shapes. All children engage deeply, they focus and
concentrate for long periods. Staff consistently adapt their teaching to ensure everyone can
achieve. For example, children with gaps in their understanding learn to use pictures to
sequence their day. These strategies are consistently embedded by all staff. This strong
shared approach to curriculum delivery helps all children to become independent and
thoughtful learners who enjoy the process of learning.
Inclusion Strong standard
The steps leaders take to remove barriers for children with special educational needs or
disabilities (SEND) are impressive. For example, they fully embed approaches to supporting
children with physical barriers to access their environment. They work extremely closely with
parents and expert partners to assess and monitor children's progress through the
curriculum. Staff skillfully adapt activities so that children can fully engage in learning. The
work leaders and staff do with schools to ensure highly effective transitions is impressive.
For example, they share strategies and routines so that children can start the next stage of
their education without barriers and continue to achieve alongside their peers.
Staff skillfully support children who are learning to speak English as an additional language.
They work closely with parents to assess children's ability in their own language. Staff

Expected standard
scaffold support so that children receive targeted and highly effective adaptations to
teaching to help them to learn new language. Staff diligently identify gaps in learning for all
children and rigorously assess progress. They adapt the curriculum to ensure that all
children achieve and are very well prepared for the next stage of their education, including
school.
Leadership and governance Expected standard
Leaders engage effectively with parents. They help them to understand their policies and
what this means for their practice. Staff engage with families to help them to understand
what children know and can do. This helps children to extend their learning at home. Staff
enjoy working at the pre-school and feel valued by leaders who consider their wellbeing.
Leaders have a clear vision for the curriculum and what this means in practice. This helps
staff to carry out their roles well to support children in their learning. Leaders plan to develop
opportunities for future learning for staff. They recognise that plans to provide these
professional development opportunities to staff are in the early stages. For example,
ensuring that staff have opportunities to select training that helps further develop their
confidence in delivering group activities. These plans are in their early stages and the
impact of them is not yet felt across the pre-school. For example, staff do not yet have
consistent opportunities to seek to improve their practice. This limits the ability of staff to use
their new knowledge and training to make a positive contribution to the ongoing
development of the pre-school.
What it's like to be a child at this setting
Children benefit from an abundance of warm and positive interactions with staff. Every
moment they spend at the pre-school is an opportunity to express themselves and engage
in thought provoking discussions. Children feel excited to share their new knowledge with
others. For example, children who are learning to speak English as an additional language
enthusiastically talk about the lifecycle of caterpillars, using new vocabulary to describe
complex processes. All children feel highly motivated to learn and apply their knowledge and
skills. They learn to recognise their own achievements because staff explicitly teach them
how to feel proud of themselves. Children learn to love what makes them unique. Children
celebrate what makes them different to others so that bolder and quieter personalities can

Inspector:
Kate Daurge
About this setting
Unique reference number (URN): 2808215
Address:
Church of God 7th Day Sabbath Keeping
2 Oakhill Road
achieve alongside one another. As a result, all children feel inspired to learn and develop
high levels of self-worth. This sets an impressive foundation for their future education,
including school.
All children, including children with special educational needs and or disabilities (SEND)
develop excellent social skills. Those who face barriers to learning receive bespoke support
from staff. Children gain a deep understanding of how to cooperate with others. All children
make friendships with staff and other children that help them to hone their social skills. For
example, children learn highly effective foundations to sharing, taking turns and negotiating
space. They learn to express their feelings and resolve problems together. Children are
highly independent and confident. Children with SEND are included in all aspects of
learning. They benefit from fully embedded routines that relieve any difficulties in accessing
the environment. All children participate fully in their learning. They enjoy carefully planned
activities that are precisely pitched to their level of development. All children achieve at
exemplary levels.
Next steps
Leaders should further develop opportunities for staff to enhance their professional
expertise so that all staff can contribute to the ongoing development of the setting.
About this inspection
The inspector spoke with the manager, deputy manager, staff, parents and children during
the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years' foundation stage.

Beckenham
BR3 6NQ
Type: Childcare on non-domestic premises
Registration date: 18/10/2024
Registered person: Oak Tree Montessori Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00
Local authority: Bromley
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 12 June 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
28
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
If you would like a copy of this document in a different format, such as large print or Braille,
please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.
You may reuse this information (not including logos) free of charge in any format or medium,
under the terms of the Open Government Licence. To view this licence, visit
www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy
Team, The National Archives, Kew, London TW9 4DU, or email:
psi@nationalarchives.gsi.gov.uk.
This publication is available at https://reports.ofsted.gov.uk.
Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026

© Crown copyright