Kings Castle Montessori Nursery School

Kings Castle Montessori Nursery School
Unique reference number (URN): EY380634
Address: Kings Castle Montessori, 31 Saxonbury Road, BOURNEMOUTH, BH6 5NB
Type: Childcare on non-domestic premises
Registered with Ofsted: 23/07/2008
Registers: EYR, CCR
Registered person: Saxonbury Road Limited
Inspection report: 25 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.

Expected standard
Achievement Expected standard
Children typically make progress from their individual starting points across all areas of
learning and development. They benefit from an inclusive curriculum that is tailored to their
interests, developmental needs and next steps in learning. As a result, children, including
those who attend part time, access a broad range of experiences and achieve well.
Children are confident and curious learners who explore activities independently and remain
engaged for sustained periods. For example, they paint on windows using foam, paint and a
range of mark-making tools, discussing how the materials feel and smell as they create.
Children build on their knowledge and experiences as they investigate, solve problems and
work collaboratively. For instance, they cooperate to build tall towers before transforming
them into cars through imaginative play, demonstrating resilience and a sense of
achievement.
Children behave well, listen attentively during group activities and enthusiastically join in
with songs and stories. Pre-school children eagerly contribute rhyming words and ideas
during singing activities, supporting their communication and language skills. As a result,
children are typically well prepared for transitions within the setting and their eventual move
on to school.
Behaviour, attitudes and establishing routines Expected standard
Leaders have established a positive environment where expectations for behaviour are
generally well understood and reinforced. For example, when children display unwanted
behaviours, staff gently remind them about using 'kind hands' and model positive behaviour
to help them understand what this looks like. Pre-school children enjoy being recognised for
acts of kindness and confidently share their kindness notes with peers and staff.
Leaders typically take an inclusive approach to behaviour management and establishing
routines. Staff consider children's individual needs and stages of development when
supporting routines. For example, children who may experience barriers to their learning are
sensitively supported using visual aids, such as 'now and next boards' and visual cue cards.
This helps children understand what will happen next and supports participation in daily
routines. Staff and children typically develop warm and nurturing bonds, which support
children's behaviour and emotional wellbeing. Younger children generally seek out the
familiar faces of their key staff when they feel unsure. They receive cuddles of reassurance
and are soon ready to explore activities.
Leaders' approach to attendance is clear, and parents and carers show they understand
their responsibilities. Leaders identify patterns of irregular attendance and engage with
parents to ensure that attendance is a priority. Parents value having positive relationships
with staff and can share any concerns they may have.

Children's welfare and wellbeing Expected standard
Leaders establish policies and practices that support children's welfare, mental health and
wellbeing. These are generally understood by staff and parents and are implemented across
the setting.
Leaders and staff take an inclusive approach, ensuring that children's individual needs and
circumstances are considered when supporting their health, wellbeing and daily routines.
Children are taught about the importance of good oral health, particularly tooth brushing. For
example, children explore books about dental hygiene and engage in role-play activities,
using model teeth and toothbrushes to practise brushing and develop their understanding of
healthy routines.
Leaders and staff promote healthy eating and help children develop independence during
mealtimes. Children are encouraged to prepare their own snacks safely and appropriately
for their age. For example, babies use child-safe utensils with adult supervision to cut
bananas into halves. Older children harvest cucumbers they have grown in the garden and
carefully chop them ready for snack time. Children are generally supervised during
mealtimes. However, opportunities to use these occasions to further promote children's
social skills are not always fully maximised. As a result, mealtimes are often focused on
eating, rather than being used as opportunities to extend conversation, interaction and wider
social learning experiences.
Children's sleep routines are well managed. Sleeping arrangements are suitable, and
children are always supervised by staff. Staff have received training to ensure they
understand how to keep children safe while they sleep, supporting children's comfort and
wellbeing throughout the day.
Curriculum and teaching Expected standard
Leaders have developed an ambitious and inclusive curriculum across all areas of learning.
The curriculum is generally sequenced well across the setting, enabling all children to
progressively build the skills they need for their next steps in learning. Leaders review the
curriculum regularly and generally support staff to develop their teaching skills. However,
opportunities to extend and challenge children's learning during spontaneous play are not
always maximised, which limits the depth of learning for some children.
Leaders and staff typically focus well on supporting children with special educational needs
and/or disabilities and those who speak English as an additional language. They provide
interventions and strategies to support children who need extra help and support, such as
'bucket time' to promote children's listening skills and engagement in learning. Staff promote
reading and a love of books. Babies and toddlers listen intently as stories are shared,
developing their early attention skills. In the pre-school room, staff help children understand
that information can be found from a variety of printed sources, including newspapers.
Children explore newspapers, fostering their curiosity and developing their understanding
that print can be used to find out about the world around them.
Staff typically provide opportunities for children to develop their mathematical learning. For
example, in the toddler room, children develop their counting skills as they count the

tomatoes they can see while watering plants. In the pre-school room, children use
descriptive language to explain that they are making a 'small, deep hole' in the soil as they
replant their seedlings.
Inclusion Expected standard
Leaders have created a welcoming nursery where children, including those with special
educational needs and/or disabilities, and their families feel valued. Leaders work closely
with parents and carers from the outset, which helps them understand each child's needs
and identify factors that could affect their learning or wellbeing. As a result, staff provide the
right support from an early stage, ensuring children who need additional help are supported
promptly. Leaders work with staff and other professionals to plan and review individual
support, ensuring it is adapted to children's changing needs. For example, children are
supported to achieve their individual targets through one-to-one and small-group activities
alongside adults and their peers. As a result, children receive appropriate support, grow in
confidence and make progress from their starting points.
Leaders use additional funding effectively to meet individual needs. For example, children in
receipt of early years pupil premium can access nutritious meals and additional nursery
sessions, helping to promote their wellbeing and support their engagement with the
curriculum. Staff regularly observe children during play and complete ongoing assessments
of their learning and development. Staff use this information to identify where children
require additional support and close any gaps in their development. Leaders also support
parents to access external support and provide resources, through lending libraries and
home-learning bags, to help families support their children's individual communication and
language needs.
Leadership and governance Expected standard
Leaders have created a positive and supportive nursery, where they strive for children's
wellbeing to be at the heart of everything they do. They generally have a clear
understanding of what the nursery does well and where improvements are still needed.
Leaders typically reflect on practice, working closely with senior management to evaluate
provision and take appropriate action to drive continuous improvement.
Leaders work closely with families and other professionals to support children's wellbeing,
learning and development. They know how to access specialist advice to meet the needs of
all children, including those who face barriers to learning or who are currently, or have
previously been, known to social care. Parents and carers report that they are well informed
about their children's experiences and progress, and value the positive relationships they
and their children have with staff.
Leaders implement effective procedures to ensure staff are suitable for their roles. This
includes providing ongoing supervision and support. Staff are typically encouraged to
continue their professional development through training that enhances their knowledge of
the curriculum and improves teaching practice. Staff generally value the support and feel
valued in their roles and that their workloads are manageable. An external wellbeing adviser
regularly attends the setting and offers support and guidance to staff through conversations
and wellness experiences such as Pilates classes.

Leaders and staff place emphasis on partnership working with families. Regular exchanges
of information at drop-off and collection times, alongside the use of an online communication
system, help to ensure that information is shared effectively. Settling-in sessions are tailored
to children's individual needs and help staff establish positive relationships from the outset.
Staff adapt care routines appropriately, taking account of children's interests, stages of
development, allergies, dietary requirements and individual care plans.
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 typically enjoy attending this warm and welcoming nursery. They form trusting
relationships with caring staff who know them well and help them feel safe and secure.
Younger children enthusiastically join in with familiar action songs, such as 'Row Your Boat',
copying movements and singing alongside their peers. As children grow older, they share
their ideas and use their imagination during play. For example, pre-school children work
collaboratively in the sandpit, using diggers as they discuss where they will be travelling
next.
Children typically form positive relationships with their peers from a young age. Babies sit
together as they post objects through different-sized containers. They concentrate well,
showing perseverance as they explore how the objects fit. Older children enjoy celebrating
each other's birthdays, sharing discussions about their journey around the sun and recalling
memorable experiences from different ages.

Inspector:
Immy Gunputh
About this setting
Unique reference number (URN): EY380634
Address:
Kings Castle Montessori
Children benefit from a wide range of interesting experiences that reflect their interests and
encourage them to explore the world around them. Throughout the setting, children explore
nature, grow vegetables, care for their African land snail and visit a local care home, helping
to build their confidence, curiosity and resilience.
Children with special educational needs and/or disabilities are well supported and are fully
included in all aspects of nursery life. There are appropriate systems to help track children's
development and progress, with specific additional support in place to help those who need
it.
Children are supported to feel valued and included in the nursery community. Children who
speak English as an additional language are supported through tailored discussions with
their families to incorporate their home languages into the nursery environment, alongside
resources and activities that celebrate their cultures, languages and festivals.
Next steps
Leaders should support staff to consistently build on children's learning, using
spontaneous opportunities to deepen understanding and further support their progress.
Leaders should support staff to use mealtimes more effectively, particularly to promote
children's communication and social development.
About this inspection
The inspector spoke with leaders, staff, special educational needs coordinators, children
and parents and carers 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.

31 Saxonbury Road
BOURNEMOUTH
BH6 5NB
Type: Childcare on non-domestic premises
Registration date: 23/07/2008
Registered person: Saxonbury Road Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00,Friday : 08:00 -
17:30
Local authority: Bournemouth, Christchurch & Poole
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 25 August 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
70
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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