Montessori On The Park

Montessori On The Park
Unique reference number (URN): EY556252
Address: St. Marks Church, St Marks Gate, London, Middlesex, E9 5HT
Type: Childcare on non-domestic premises
Registered with Ofsted: 08/05/2018
Registers: EYR, CCR
Registered person: Bright Stars Nursery Group Limited
Inspection report: 14 August 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.

Needs attention
Achievement Needs attention
Children generally make some progress from their starting points. Younger children develop
physical and communication skills, including learning how to walk and using new words.
However, weaknesses in teaching limit how well children build on what they already know
and can do. For example, while older children demonstrate knowledge of colours and
shapes, staff do not develop their understanding beyond what children already know. When
this happens, some children lose interest and move away before their learning develops
further. Children do not make as much progress as they could. Children who require
additional help are particularly affected, because the teaching they receive does not respond
effectively to their needs. They are not supported well enough to develop the knowledge and
skills they need to be suitably prepared for their next stage of learning, including school.
Behaviour, attitudes and establishing routines Needs attention
Children generally understand the setting's expectations for behaviour. Staff remind children
about rules such as using 'kind hands' and 'taking turns'. At times staff support children
when they need help to manage their behaviour. For example, when children become highly
energetic, staff provide physical activities to help them to settle. However, staff do not
reinforce expectations for behaviour consistently. At times, children run indoors or leave
items on the floor after activities and staff do not remind them to tidy up. Staff sometimes
complete tasks for older children rather than encouraging them to do these for themselves.
Children do not learn to take responsibility or develop their independence through everyday
routines sufficiently well. Some group activities are not sufficiently adapted for the different
ages and stages of children. As a result, children lose interest and move between different
activities.
Leaders promote regular attendance and punctuality; they monitor children's attendance and
support parents to understand the importance of regular attendance.
Children's welfare and wellbeing Needs attention
Leaders do not ensure that key-person and buddy arrangements are effective in meeting
children's individual needs. In particular, when children require additional support, staff do
not understand or implement the support they need. The support some children receive is
not sufficiently tailored to their needs.
Children are generally happy and settled. Staff welcome children warmly and exchange
information with parents about their care and routines. Parents speak positively about the
care that their children receive and value the information shared with them.
Staff know children's allergies and dietary requirements and communicate this with the
setting's chef. Staff understand and implement safer-sleep practices. Children have
opportunities for outdoor play and are encouraged to stay hydrated and eat healthily during
mealtimes.

Urgent improvement
Staff respond when children need support to manage their emotions and behaviour.
However, developing children's independence during everyday routines is not prioritised. For
example, staff serve children's food or complete simple tasks for them rather than
encouraging children to attempt these activities themselves.
Curriculum and teaching Needs attention
Staff do not implement the curriculum effectively enough across the setting. Staff do not
make sufficient use of everyday interactions, in order to build children's communication and
thinking further. Leader's plan learning around children's interests, such as their enthusiasm
for animals. Staff sometimes introduce useful language in children's play. For example,
when younger children notice an aeroplane, staff extend by describing a 'big aeroplane'.
However, this is inconsistent. Staff provide opportunities for children to develop their
physical skills. Babies and younger children practise climbing and walking, while older
children develop their balancing skills.
Staff do not make use of what children already know and can do, in order to shape their
teaching. With older children, interactions are often directive and focus on recalling familiar
knowledge. For example, staff ask children to name colours and shapes but do not use their
responses to extend their mathematical understanding or language. Staff do not consistently
adapt activities for children's different ages and stages of development. Staff recognise that
some children need additional support, but they do not adapt their teaching effectively
enough to support their learning.
Leaders recognise weaknesses in teaching and want to improve staff practice. However,
their actions have not yet improved teaching sufficiently. Staff do not build effectively enough
on children's different starting points, needs and stages of development.
Inclusion Urgent improvement
Leaders do not ensure that children who have or may have special educational needs
and/or disabilities receive the support they need. Although staff identify some concerns
about children's development, leaders do not ensure that these concerns are properly
assessed and that appropriate support is put in place. For example, children with identified
communication needs do not have clear targets or planned support that can be monitored
over time. Leaders do not ensure that information available about children's needs is used
effectively to plan and provide targeted support. Children do not receive timely help to
reduce barriers to their learning and development.
Leaders have not made effective arrangements to assess children's needs, plan support,
monitor their progress or review whether the support is working. There is insufficient
professional development to equip staff with the knowledge they need to do this effectively.
Although concerns are raised with the wider leadership team, this does not result in effective
action to secure further support when children need it. Children who require additional help

do not benefit from effective joint working between the setting, their families and other
professionals.
Leadership and governance Urgent improvement
Leaders do not have effective oversight of the setting. There is insufficient leadership
capacity to support the effective day-to-day running of the provision. The absence of a
named deputy means that effective arrangements are not in place for someone to take
responsibility for the setting when required. Wider leadership arrangements do not provide
sufficient support and oversight to address weaknesses in the provision. Leaders do not
take effective action to improve the quality of provision or ensure that children, particularly
those who require additional support, receive the help they need.
Leaders recognise some weaknesses in staff practice. They identify improving the quality of
teaching and developing staff practice as priorities for improvement. However, effective
arrangements for staff supervision, coaching and professional development are not in place.
Staff do not receive the support they need to improve weaker aspects of their practice. This
contributes to weaknesses in teaching and in the support provided for children with
additional needs. Leaders consider staff wellbeing and workload, but support to strengthen
leadership is limited. The provider is not meeting some of the requirements that led to
actions previously set by Ofsted. Consequently, weaknesses in leadership oversight
continue to affect the quality of children's experiences.
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

What it's like to be a child at this setting
Children who require additional support do not receive the targeted help they need. Leaders
and staff do not effectively identify, assess, plan for or review children's additional needs.
While children are happy and cared for, weaknesses in practice mean that some children do
not benefit as fully as they could from their time at the setting. Children are generally happy
and settled at the setting. They receive warm welcomes from staff and enjoy singing songs,
doing activities such as painting and have opportunities for physical play. Children explore
the environment and spend time playing alongside others.
Children receive care and know some of the familiar routines. Staff communicate regularly
with parents, which helps to provide some continuity between the home and the setting such
as mirroring sleep routines. However, opportunities for children to develop their
independence are not consistently promoted throughout the day. At times, staff complete
tasks for children that they could be capable of doing themselves, such as tidying away their
belongings, and serving themselves at mealtimes.
The quality of children's experiences varies. Some interactions do not build sufficiently on
what children already know or extend their learning.
Next steps
The provider is not meeting the requirements of the Early years foundation stage and
Childcare Register and Ofsted intends to take enforcement action.
We will issue a Welfare Requirements Notice requiring the provider to have taken the
following actions by the assigned date:
Action Completion Date
ensure there is a named deputy who is capable and
qualified to take charge in the manager's absence
04/09/2026
ensure appropriate arrangements are in place for the
effective supervision of staff, which provide support,
coaching and training and promote the interests of
children
04/09/2026
ensure effective arrangements are in place to identify
and support children who may have special educational
needs and/or disabilities, including assessing needs,
planning and implementing appropriate support,
monitoring their progress and reviewing the impact of
the support provided
04/09/2026
ensure that key-person arrangements operate
effectively so that children's care is consistently tailored
04/09/2026

Inspector:
Emma Toprak
About this setting
Unique reference number (URN): EY556252
Address:
St. Marks Church
St Marks Gate
London
Middlesex
E9 5HT
Action Completion Date
to their individual needs and that expectations of
behaviour are clear to them
providers must support staff to undertake effective
development opportunities to ensure they feel confident
in their roles and responsibilities
04/09/2026
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following action by the assigned date:
Action Completion Date
improve the quality and implementation of teaching,
ensuring that learning builds on what children already
know and can do and supports their individual next
steps
04/09/2026
About this inspection
The inspector spoke with the leaders, staff, the special educational needs coordinator,
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.

Type: Childcare on non-domestic premises
Registration date: 08/05/2018
Registered person: Bright Stars Nursery Group Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Tower Hamlets
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 14 August 2026
Children numbers
Age range of children at the time of inspection
0 to 3
Total number of places
61
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.
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