URN EY558031 · Inspected 2026-07-29 · Published 2026-09-14 · Inspector: Jennie O'Callaghan
Townsend Montessori @ Herne Bay Unique reference number (URN): EY558031 Address: Beaumont House, Beaumont Street, Herne Bay, Kent, CT6 8LX Type: Childcare on non-domestic premises Registered with Ofsted: 05/06/2018 Registers: EYR, CCR, VCR Registered person: Townsend Montessori Nurseries Ltd Inspection report: 29 July 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. Expected standard Achievement Expected standard Overall, children achieve well from their starting points. They form secure attachments with staff from the onset, which helps them to explore the environment with confidence. Most children make positive progress in their communication and language skills from a young age. Babies who make babbling sounds quickly develop into saying single words. Older children engage in meaningful conversations with staff. For example, children are excited to share that a bird landed near them while they played in the garden. Children use mathematical language as they play. They learn to count and start simple addition, such as one more and one less. Physical development is well supported by staff and the various professionals that come into the setting. Older children take part in weekly dance lessons. They learn to move their bodies in a range of ways. They develop their coordination and memory as they remember the dance sequences taught. Children develop the necessary skills needed to start school. Behaviour, attitudes and establishing routines Expected standard Staff have developed warm bonds with children and are positive role models. Generally, children behave well and respond positively to familiar expectations and daily routines established in the setting. Babies become excited when the table is set for mealtimes. Older children wait patiently for a space to become available at the snack table. Staff take time at the beginning of each session to remind children of the rules and explain what they will be doing. This means that children can make choices about what they would like to do. Minor disputes between children are dealt with calmly and swiftly. Staff encourage children to share and take turns. Most children show high levels of concentration in their play. For example, they focus on balancing cups on a tray as they walk across the room. When staff interact with children, they extend their learning well. Leaders have established relationships with parents and promote the importance of regular attendance. They monitor registers for any concerns and take appropriate action where needed. Leaders share information with parents online and in newsletters. This means that they understand the benefit of good attendance on children's learning and development. Children's welfare and wellbeing Expected standard Leaders and staff create safe and welcoming environments for children and their families. This begins as soon as children start with settling-in sessions. Staff take time to learn about children so they can meet their specific needs. This helps them to create warm and nurturing attachments with children. Staff keep care routines consistent with home to help them feel safe and secure. Children learn some self-care skills. For example, they can take off their shoes and pour their own water. However, there are some inconsistencies between the different rooms. Staff do not always encourage children to try and have a go at things and teach them to do things for themselves. This means that children do not always fully practise their growing independence skills. Staff support children to develop healthy lifestyles. Children access the exciting and inviting garden and forest school area every day. Children take part in football, rugby and yoga to promote their physical development. Children eat freshly cooked nutritious meals and snacks throughout the day. Catering staff speak to all families of children with allergies and food preferences to ensure they meet their dietary requirements. Staff cook with children and involve them in food preparation so that they build healthy habits for the future. Curriculum and teaching Expected standard Leaders have established a broad and balanced curriculum through a range of experiences that they offer. Staff are confident to provide activities that are based on children's interests and what they need to learn next, across all areas of learning and development. For example, when children visit the beach with their family, staff sing songs about sea life creatures. They provide play dough for children to add teeth to the shark while encouraging them to count how many they are adding. Children show great focus as they practise removing them with tweezers. Staff extend children's learning successfully by incorporating their interests. This means that children remain focused and engaged in the activities on offer. However, at times, staff do not recognise and respond to children who are not joining in play. These children do not always receive focused interactions to support their learning. There is a focus on providing children with many sensory experiences throughout the different rooms. Babies splash in water and scoop up toys with beakers. Older children explore the texture of shaving foam and giggle when they clap their hands and the foam lands on their heads. Staff introduce words such as cold, fluffy and soft to encourage the children to describe what they can feel. These activities help children to develop their communication and fine motor skills. Inclusion Expected standard Leaders and staff work closely with parents to consider how to meet the individual needs of all children. This includes children with special educational needs and/or disabilities. Staff know their key children very well. They make good use of their observations to help them identify if children have any gaps in their learning. Staff engage and build effective partnerships with other professionals to promote a collaborative approach. This means that strategies used with children are consistent and support children to make progress from their starting points. Where children are known to social care services, leaders share information, attend meetings and work with families to support children's ongoing wellbeing. Leaders use additional funding well. They make sure that staff receive training to support children when needed. For example, some staff have attended an autism awareness course and know how to use simple sign language. This helps children to communicate alongside visual prompts and signs they use. Children build skills over time to close gaps in their learning. When children leave to start school, leaders work alongside children's new teachers. They visit the nursery so that staff can share information that will support a successful transition. Leadership and governance Expected standard Leaders have a clear vision for the setting. They reflect on where areas can be improved and strive to enhance the setting for all children. For example, recently, leaders have focused on enhancing staff's knowledge about safeguarding. This includes working with the local authority when needed. Leaders collaborate with other early years settings so that they have an overview of any safeguarding concerns in their local community. This means they have secure knowledge of any issues that may impact the children in nursery. This shared approach means that leaders and staff put children's welfare and safety first. This has a positive impact on the care that children receive. Parents feed back that their children are happy and settled at the nursery. They praise the attachments and strong bonds that their children have with staff. They say that staff are warm, caring and fully involved with the children. They also appreciate the nutritious food and wonderful outside space the nursery offers. Staff say that they feel well supported and enjoy working in the nursery. They have frequent supervisions, where they can discuss any concerns or training requirements. For example, staff have received training on safer eating and sleeping so they are confident to meet children's specific needs. However, leaders do not always recognise when staff need support to strengthen consistency in practice in the nursery and secure even better outcomes for all children, including those with special educational needs and/or disabilities. Compulsory Childcare Register requirements This setting has met the requirements of the compulsory part of the Childcare Register. How we check if a provider meets the requirements of the Compulsory Childcare Register When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes: Met Not met Voluntary Childcare Register requirements This setting has met the requirements of the voluntary part of Childcare Register. How we check if a provider meets the requirements of the Voluntary Childcare Register When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes: Met Not met What it's like to be a child at this setting Children enjoy a welcoming and inviting environment for them to learn and grow. They are familiar with the routine and are happy to see the staff who care for them. Children benefit from the warm and kind nature of staff, and this helps to build positive attachments. Staff know the children well and adapt routines and activities throughout the day to meet the children's interests and support their next steps. For example, when children talk about eating ice lollies in the hot weather, staff provide mango for them to squish and make homemade lollies. Staff encourage children to wait their turn to use the mashers and remind them not to touch with their fingers. Most children engage with the activities that staff have provided for them. They enhance children's experiences by offering dance, yoga, football, rugby and cooking throughout the week. Children look forward to these sessions and join in with enthusiasm. Children of all ages share and enjoy looking at books. Babies smile at the mirror books while older children lie on their tummies flicking through the pages. Staff tell stories, which helps children to develop a love of reading from a young age. There is a focus throughout the nursery on promoting children's communication and language skills. Staff talk to children and engage in conversation. They adapt teaching for children who are nonverbal or have a communication delay. For example, staff use basic sign language and picture cards to encourage speech. Children enjoy the time that they spend outside. They balance on beams in the forest area and sit in cosy nooks to talk with their friends. Leaders build effective partnerships with other professionals. They welcome visits from specialist teachers so they can share ideas about how to develop children's learning even further. Inspector: Jennie O'Callaghan About this setting Unique reference number (URN): EY558031 Address: Beaumont House Beaumont Street Herne Bay Kent CT6 8LX Type: Childcare on non-domestic premises Registration date: 05/06/2018 Registered person: Townsend Montessori Nurseries Ltd Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Kent Next steps Leaders should ensure that all staff consistently recognise when to offer learning opportunities and supported interactions to further support children's development. Leaders should support staff to recognise and enhance further opportunities for children to develop their independence skills. About this inspection The inspector spoke with leaders, practitioners, the special educational needs coordinator and parents 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. Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 29 July 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 63 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. 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