Acorn Montessori Nursery School Ltd

Acorn Montessori Nursery School Ltd
Unique reference number (URN): 2762651
Address: Cartmel C Of E Primary School, Aynsome Road, Cartmel, Grange-over-sands, LA11 6PR
Type: Childcare on non-domestic premises
Registered with Ofsted: 13/10/2023
Registers: EYR
Registered person: Acorn Montessori Nursery School Ltd
Inspection report: 8 April 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 achieve well and develop the knowledge and skills they need as they move on to
school. Children with learning barriers make appropriate progress from their starting points
and those with gaps in their learning make significant progress towards catching up their
peers. Children communicate through speech and signs, as appropriate to their age and
stage of development. They clearly express their wants, needs and how they are feeling.
Children develop the confidence to express themselves in their own way and the self-
esteem to become unique individuals. They develop friendships and understand how to
interact with their friends, children of different ages and adults who are both familiar and new
to them. Children demonstrate independence and enthusiasm to carry out tasks for
themselves and to help the group. They typically gain the foundational knowledge to support
their progress in education and through life.
Behaviour, attitudes and establishing routines Expected standard
The indoor environment is well resourced. Children are generally busy and engaged in their
play. Staff allow children to lead, joining their play to support them as they need it and to
extend learning. Staff use outside areas and regular visits to wider outdoor spaces to
broaden and add depth to children's understanding and knowledge. Children learn how to
treat resources and the wider environment. They know not to pick flowers from gardens in
the village, for example. Children say this is because the residents 'love their flowers'.
Staff develop solid bonds with children from the outset. This helps children to feel safe,
secure and ready to learn. Children learn about their emotions and feel comfortable
discussing and demonstrating how they feel. Support for regular and prompt attendance
helps children to understand routines and to benefit from their time in the setting. Staff have
high expectations for and of children's behaviour. They are swift to act if children need
support to manage their frustrations. Staff model kind and calm behaviour. Children learn to
share, play alongside and with their friends in age-appropriate ways. For instance, they
learn to use 'kind hands' and 'walking feet'.
Children's welfare and wellbeing Expected standard
Care practices support children's health and safety well. Staff adapt practice to support
children with special educational needs and/or disabilities appropriately. For example,
children who like to explore resources with their mouths have their own chewable resources
to support this and are supervised closely at mealtimes. Staff remind all children of the need
to sit carefully while eating and how this helps to keep them safe. They learn about safety
around roads, water and animals as they engage in interesting discussions on outings.
Children learn to manage their personal care and hygiene routines, promoting positive
healthy habits. They learn about different foods during sociable mealtimes and how physical
activity, rest and screen time also affect their bodies and wellbeing. Children are interested
in and learn to understand and manage their emotions and responses. They act out what

'angry' might look like during a song about feelings, for instance. Staff help children to
understand that how they act has an effect on others around them. Children listen carefully
to staff and copy the thoughtful behaviours demonstrated. They become mindful and
considerate citizens of their nursery and wider community.
Curriculum and teaching Expected standard
Leaders have a clear vision for the setting and are keen to involve staff in ongoing
improvements. Regular reflection on provision and practice means that leaders generally
understand their strengths and areas to develop further. For instance, leaders correctly
identify that further support to boost staff's confidence in interactions and planning are areas
for development. Teaching is typically of high quality and supports children's learning
appropriately, generally with reference to their age, stage of development and individual
needs. Planning should be strengthened to better reflect children's individual next steps
during small group activities. In particular, further differentiation to ensure that the most able
children are consistently challenged and supported to reach their full potential. Staff use
assessment effectively to inform children's next steps and to identify gaps in learning. Where
there are gaps, or where children have special educational needs and/or disabilities, staff
use strategies well to help children to catch up. Children typically make secure progress
from their starting points.
Communication is a focus in the setting. Staff use Makaton signing to support children to
express their needs and ideas. Songs, stories and narration during play help children to
hear and practise new and familiar words. Children become confident in their
communications through a variety of means. Staff teach children mathematical skills and
understanding of number well. Children look at the clock as they count down to tidy-up time.
They understand the significance of the second hand and know when their countdown has
ended. Children learn social and personal skills as they play together. They develop their
independence, manage their personal care and help with tasks in the group, such as laying
the table for mealtimes. Staff support children's physical development and stamina through
regular outings and walks in the local area.
Inclusion Expected standard
Leaders identify and assess barriers children's learning and their individual needs. They
ensure children receive appropriate and timely support. This includes tailored and
sympathetic support for families who may face more difficult circumstances, putting children
at possible disadvantage. Staff make thoughtful adjustments wherever possible, to help all
children feel included and to make typical progress. For instance, they provide chewable
resources or headphones to reduce noise, to help children who struggle with sensory
issues. Regular reviews of learning plans ensure that adaptations and strategies remain
effective and change as children's needs alter and their development moves on. Staff
recognise the progress that children make and celebrate their small achievements.
Staff work with parents and carers and staff at other settings children attend, or will attend,
to provide consistency of care and support. They are sensitive to differing family dynamics.
Staff thoughtfully promote how all families are unique so that children feel valued and all
families are reflected. Leaders seek and implement timely advice from external

professionals to make sure children and families have support to help them thrive. Leaders
understand how to use funding mindfully to support each child's needs. For example,
leaders have planned further training around autism and supporting children's behaviour.
They recognise this will help staff to support children with social and emotional needs to an
even higher level.
Leadership and governance Expected standard
Leaders have recently acquired the setting after a long time under previous ownership. They
have made positive changes. Leaders have a clear plan to grow the provision and to
continue to improve practice and the experiences all children have here. Staff receive
support to continue their professional development, gain qualifications and in their personal
lives too. Leaders are mindful of staff and children in their decision-making. They take
particular care over decisions that affect children with learning barriers and families with
challenges in their lives, such as taking professional advice to support them further.
Leaders plan training to enhance staff's knowledge and skills to support children's
experiences. They acknowledge that there is more they can do to boost staff's confidence in
their interactions with children to support them even further in their learning. They also
understand the benefit of differentiating learning during small-group activities and have
plans underway to develop this aspect of planning further.
Leaders work with staff at the on-site school to enable children to mix with others of different
ages. Children become familiar with school routines before they move on to attend.
Community involvement is a focus. Children take part in sport's days and Easter activities
taking place in the village, for instance. Leaders work well with parents and carers, engaging
them in their children's learning through regular communication.
What it's like to be a child at this setting
Children typically achieve well and make appropriate progress through all areas of their
learning. Children with special educational needs and/or disabilities, or more difficult family
circumstances receive effective support. Adaptations are thoughtful and purposeful, helping
all children to be included and to enjoy experiences alongside their friends. Children develop
well from their individual starting points. They gain the knowledge and skills to support them
as they move on to school and through life. Children interact with others of school age as
they are involved in activities at their host school.

Inspector:
Amy Johnson
About this setting
Children learn to communicate and socialise. They learn about different types of families
and how they can be part of a community. Children learn about the natural world and the
wider world in age-appropriate ways. They learn to value and appreciate their surroundings
and the people in their lives, at this family-feel setting. Children enjoy sports days and
Easter-egg hunts in the local village, interacting with those who live there, for instance. They
learn about festivals as they take part in concerts at a nearby church.
Children and their families are welcomed and valued. They enjoy learning about their
friends' home lives. Children learn how to care for animals as their friends brings in lambs
from their farm, for instance. Families value how they and their children are known and
heard as individuals, with mindful regard to their individual circumstances and needs.
Regular attendance is supported well, as children learn about routines they will follow as
they move on to school.
Children benefit from staff knowing and following their interests. Activities are planned to add
depth to children's current understanding and to spark new interests. Staff know children
well. They are kind, thoughtful and help children to understand more about their emotions
and responses. Staff value children's individuality. Children's personalities and confidence
flourish as they learn about themselves and others.
Next steps
Leaders should continue to boost staff's confidence in their knowledge and skills to
support their teaching and interactions with children even further.
Leaders should help staff to promote children's individual next steps in learning even
further, particularly during group activities.
About this inspection
The inspector spoke with leaders, staff, children, 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.

Unique reference number (URN): 2762651
Address:
Cartmel C Of E Primary School
Aynsome Road, Cartmel
Grange-over-sands
LA11 6PR
Type: Childcare on non-domestic premises
Registration date: 13/10/2023
Registered person: Acorn Montessori Nursery School Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 16:30
Local authority: Westmorland and Furness
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 8 April 2026
Children numbers
Age range of children at the time of inspection
2 to 3
Total number of places
24
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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