Bubar Montessori Nursery

Bubar Montessori Nursery
Unique reference number (URN): EY332060
Address: St. Anselms Church, Ventnor Avenue, Stanmore, Middlesex, HA7 2HU
Type: Childcare on non-domestic premises
Registered with Ofsted: 31/03/2006
Registers: EYR
Registered person: Coventry, Sonia Kaya
Inspection report: 5 March 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 make typical and secure progress from their starting points. They develop
communication skills through regular storytelling, singing and conversations. For example,
children confidently retell familiar parts of stories and use descriptive vocabulary during role-
play activities. Children develop physical confidence through outdoor play. They practise
climbing and balancing, use wheeled toys and participate in yoga, for instance. They build
fine motor skills as they draw with pens on wooden bookmarks, practising their pencil
control and developing hand–eye coordination.
Children with special educational needs and/or disabilities and those who face other barriers
to their learning make appropriate progress from their starting points. Children develop
increasing confidence as they communicate their ideas and participate in activities. Children
acquire the skills needed for their next stage of learning. Children generally demonstrate
increasing independence in routines such as putting on their wellington boots and coats,
tidying resources and managing personal care.
Behaviour, attitudes and establishing routines Expected standard
Children behave well and generally show positive attitudes towards learning. Clear routines
help children understand what is expected of them and move confidently between activities.
For example, older children independently collect coats and boots before outdoor play and
follow instructions carefully when transitioning between indoor and outdoor areas. Children
enjoy learning and playing alongside their peers. They cooperate during imaginative play
and construction activities, and show respect for shared resources. Staff support children to
develop social skills through games and structured activities that encourage turn-taking and
cooperation.
Attendance is promoted effectively. Leaders monitor children's attendance and contact
parents and carers if children are absent to check the reason. This helps ensure children
attend regularly and remain engaged in their learning. In most situations, staff support
children to develop independence and manage their behaviour positively. However,
sometimes staff intervene quickly during minor disputes rather than allowing children time to
resolve small conflicts themselves. Leaders recognise this and have begun to address it
through professional discussion with staff to ensure children are given appropriate
opportunities to develop problem-solving and self-regulation skills.
Children's welfare and wellbeing Expected standard
Children's health, safety and wellbeing are promoted effectively. Staff maintain clear, well-
established routines that help children feel secure and confident. They know children well
and adapt routines appropriately, including for those with special educational needs and/or
disabilities and those who face barriers to learning. For example, care routines are adjusted
through additional adult support, visual prompts or flexible transitions, ensuring that all
children can access experiences alongside their peers and minimising differences in

outcomes. Children follow hygiene routines, such as handwashing, and eat snacks safely
under close supervision. Risk assessments and safety procedures ensure that the premises,
including outdoor areas, are safe. Children move confidently between indoor and outdoor
spaces, and staff supervise them carefully during activities such as climbing, balancing and
using wheeled toys.
Staff help children develop independence and confidence in managing their needs. Children
are encouraged to dress themselves, tidy resources and take responsibility for their
belongings, which helps them develop the self-care skills needed for school. Children form
positive relationships with staff, who respond sensitively and help them identify and manage
their emotions through modelling and guidance. However, staff sometimes intervene too
quickly to resolve minor conflicts. Leaders continue to support children in resolving these
independently, further developing self-regulation and problem-solving skills. Staff provide
reassurance and encouragement, helping children feel safe and valued.
Curriculum and teaching Expected standard
Leaders design a curriculum that focuses on key areas of learning for younger children and
prepares older children for school. Communication and language, physical development,
and personal, social and emotional development are prioritised throughout the provision.
Staff plan activities based on children's interests and informed by observations of children
once they have settled into the setting. This helps staff build on what children already know
and can do.
Staff support children's language development throughout the day. They engage children in
conversations, read stories regularly and encourage them to talk about their experiences.
For example, during story sessions, children are asked questions that help them predict
events and recall details from the story. Staff also extend children's mathematical
understanding during play. For instance, when children play on a see-saw, staff introduce
mathematical vocabulary, such as 'heavy', 'light', 'high' and 'balanced'. Occasionally, the
duration of activities does not align with the children's age or stage of development. For
instance, children lose interest and move away before they have gained the most from some
activities. Outdoor learning is an important part of the curriculum. Children plant herbs and
flowers, explore the garden and engage in imaginative play, including construction and mud
kitchen activities. Leaders support children who face barriers to learning through adapted
resources and additional help, enabling full participation and the development of their
movement and coordination skills.
Leaders monitor children's learning through observations, discussions and progress checks
to identify gaps and support their next steps. They recognise the importance of staff training
for strengthening interactions. Additional funding is used appropriately to support individual
needs, helping reduce gaps and improve outcomes.
Inclusion Expected standard
Typically, leaders have created an inclusive environment that identifies and appropriately
supports children's needs. Staff work closely with families to understand children's
backgrounds and experiences. Many children attending the setting speak languages other
than English at home, such as Gujarati. Staff support children's communication in both

English and their home language. For example, staff occasionally use Gujarati to help
children understand routines and instructions. This helps children settle quickly and develop
confidence in communicating.
Leaders identify children who may require additional support and work with external
professionals when necessary. For example, staff work closely with speech and language
therapists to support children with emerging communication needs. Staff implement
recommended strategies, such as modelling slower speech, using clear sentences and
giving children time to respond. As a result, children develop increasing confidence in
communicating their ideas. Staff gather information from parents and carers through
discussions, videos and online platforms. This helps staff understand children's
development at home and plan activities that support language development and confidence
in English and home languages. Leaders monitor children's progress and adapt support
when needed so that all children, including those with special educational needs and/or
disabilities and those who face other barriers to their learning or wellbeing, are included and
able to participate fully in all activities.
Leadership and governance Expected standard
Leaders demonstrate a clear understanding of the strengths of the provision and areas they
wish to develop further. Since the previous inspection, leaders have provided training to help
staff give children more time to respond to questions and to strengthen interactions that
support communication and language development. Leaders monitor the quality of teaching
through observations, supervision meetings and professional discussions. Staff receive
regular training, including on topics such as safeguarding and promoting children's health
and safety. Leaders correctly acknowledge that there are inconsistencies in some elements
of the curriculum and teaching. They understand that there is scope to target training and
focus on teaching and curriculum development to strengthen and enhance practice. Leaders
consider staff wellbeing and workload, ensuring that expectations are manageable so staff
can consistently provide care and learning experiences.
Partnerships with parents and carers are positive. Parents speak highly of the nursery and
value the welcoming atmosphere and regular communication with staff. Leaders encourage
home learning through sharing books, story sacks and discussions with families. Evaluation
of the setting includes feedback from parents and staff. Leaders use this information to
review practice and make improvements, such as adapting group activities and developing
outdoor learning opportunities. Leaders maintain appropriate oversight of the provision and
have clear priorities to further strengthen teaching and children's engagement in learning.

What it's like to be a child at this setting
Children arrive confidently and settle quickly into the calm and welcoming nursery
environment. Staff greet children warmly and support them in following familiar routines,
helping them feel secure and ready to learn. For example, children independently collect
their coats and wellington boots before moving into the garden. Staff encourage them to
manage these routines themselves, praising their efforts and helping them correct mistakes,
such as noticing when boots are on the wrong feet. This helps children develop
independence and confidence. Leaders monitor children's attendance carefully and follow
up any patterns of absence to ensure that children attend regularly. This helps minimise any
potential barriers to learning and supports continuity in children's development.
Children enjoy a broad range of play experiences indoors and outdoors. In the garden,
children balance beanbags on their heads, use wheeled toys, and build structures using
large blocks and construction materials. These activities support physical development and
cooperation as children play imaginatively together. During outdoor play, children explore
the natural environment. For instance, they plant herbs and flowers and talk about how
plants grow, linking their experiences to familiar stories, such as 'Jack and the Beanstalk'.
Children show curiosity and enjoyment in their learning. During story sessions, they listen
attentively. Real fruit is used to help children connect their favourite stories with real objects.
Children confidently predict what will happen next and count fruit together, showing secure
understanding of numbers and engagement with the story. Children develop positive
relationships with staff and each other. They learn to share resources, cooperate while
playing and take turns in games. Staff encourage children to express their ideas and discuss
their experiences, which supports language development.
Parents and carers describe staff as 'caring' and 'approachable'. They value the open-door
approach and the opportunities to share information about children's learning and
experiences at home. As a result, children feel safe, develop confidence and enjoy their
learning experiences.
Next steps
Leaders should review the length of planned activities to ensure that experiences remain
developmentally appropriate and support children's engagement and learning.
Leaders should encourage staff to allow children to resolve minor conflicts independently
before intervening to further develop their confidence, self-regulation and problem-solving
skills.
Leaders should focus on professional development to strengthen teaching practice and
raise the overall quality of teaching and learning further.

Inspector:
Anahita Aderianwalla
About this setting
Unique reference number (URN): EY332060
Address:
St. Anselms Church
Ventnor Avenue
Stanmore
Middlesex
HA7 2HU
Type: Childcare on non-domestic premises
Registration date: 31/03/2006
Registered person: Coventry, Sonia Kaya
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 15:00
Local authority: Harrow
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 5 March 2026
Children numbers
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.

Age range of children at the time of inspection
2 to 4
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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