URN 2747984 · Inspected 2026-03-25 · Published 2026-05-26 · Inspector: Lorraine Terris
Little Elms Montessori Nursery Unique reference number (URN): 2747984 Address: Elm Court Youth & Community Centre, 363 Mutton Lane, Potters Bar, EN6 3BP Type: Childcare on non-domestic premises Registered with Ofsted: 04/10/2023 Registers: EYR Registered person: Mindful Montessori Ltd Inspection report: 25 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. Strong standard Expected standard Inclusion Strong standard Leaders and staff have high expectations for all children, including those with special educational needs and/or disabilities and those who face other barriers to learning and wellbeing. Staff benefit from regular training. This enables them to understand and apply inclusive approaches confidently. They want all children to make excellent progress from their starting points. Staff carry out thorough initial assessments and ongoing observations. They work closely with parents and carers to build a secure understanding of each child's needs. As a result, staff plan highly effective, targeted support that enables all children to access the curriculum alongside their peers. When needed, leaders work with external professionals to ensure that children receive appropriate support and make excellent progress. Leaders and staff regularly monitor children's progress and review the effectiveness of support. They effectively adapt provision to meet children's changing needs. For example, staff use photos and visual prompts to support children with limited speech. This helps children to make independent choices and builds their confidence and self-esteem. Staff also work with parents of children who speak English as an additional language to learn key words in their home languages. This helps children feel safe and valued and to develop a deep sense of belonging. Parents value the support that leaders and staff provide, particularly in addressing barriers to children's learning and supporting their wellbeing. This holistic support helps children to feel safe and supports their progress. Leaders use additional funding carefully and link it to each child's identified needs. For example, they provide resources and equipment, where necessary, to make sensory boxes to support their emotional regulation and development. Achievement Expected standard All children achieve well from their starting points. Children generally demonstrate independence. For example, they wash their hands before lunch, put on their coats and select resources to play with. Children make positive progress in communication and language, particularly with the adaptations staff make to support children who speak English as an additional language or are learning to express themselves. Children have positive manners and take turns to speak. Children hear new vocabulary being modelled and benefit from consistent interactions at their level. Older children play cooperatively, while younger children play alongside others with appropriate support from staff. Children are well prepared for their next stages of learning. Older children benefit from carefully planned transitions as they prepare for school. Behaviour, attitudes and establishing routines Expected standard Leaders and staff create a calm and positive learning environment. They establish clear expectations for children's behaviour. Children follow routines, which helps them to feel secure and ready to learn. However, staff do not manage children's behaviour consistently. At times, they do not reinforce their expectations or address inappropriate behaviour promptly. As a result, some children repeat these behaviours. Staff build warm and nurturing relationships with children. They know children well and understand how to support their development. Staff provide reassurance and comfort for younger children and often extend the learning of those children preparing for school. For example, they use familiar songs to support children who are settling in. They provide resources that help older children to develop their understanding of mathematical concepts, such as size and measure. Leaders promote positive attendance. They have clear procedures in place and monitor children's attendance closely. Leaders work with parents and carers to help them understand the importance of regular attendance for their children's learning and development. Parents speak positively about the staff team. They value the close partnerships that leaders and staff have established. Children's welfare and wellbeing Expected standard Staff know children well and understand their individual care needs. There is a clear settling- in process, which is unique to each child. This supports staff to get to know children and for children and their families to get to know leaders and staff. As a result, staff build warm, responsive and caring relationships with children and their families. The key-person system is effective. It ensures that all children, including those with special educational needs and/or disabilities and those with other barriers to learning, receive consistent and responsive care. Leaders ensure that all staff regularly share information about their key children so that everyone understands their needs and next steps in learning. Leaders implement policies and procedures that support staff to keep children safe and healthy. Mealtimes are social occasions where staff sit with children. The nursery provides a healthy and balanced menu. Staff manage children's dietary requirements carefully. They supervise children closely during mealtimes. Leaders and staff work with parents to ensure consistency between home and nursery routines. Staff monitor children's sleep, intimate care and eating. They share this information with parents and carers through an online platform. Curriculum and teaching Expected standard Leaders have designed a clear and well-sequenced curriculum that builds on what children already know and can do. Staff carefully establish children's starting points during the settling-in period. They carry out regular and accurate assessments of what children know and can do, and they use this information effectively to plan for their next steps in learning. All children make progress from their starting points and show high levels of engagement. Leaders prioritise children's communication and language. Staff engage children in responsive interactions, model new vocabulary and provide regular opportunities to sing and communicate throughout daily routines. For example, younger children sing simple action rhymes waiting for their lunch. Staff also use real-life experiences, such as a hailstorm, to extend older children's vocabulary. Leaders and staff also prioritise children's personal, social, emotional and physical development, recognising that these form the foundations for future learning. Staff generally promote independence and confidence. However, they do not consistently give children enough time to complete tasks for themselves. For example, staff sometimes put on children's coats, wellington boots and aprons instead of encouraging them to try. Children explore the outdoor environment, where they develop physical skills and learn about the world around them. For example, older children talk about what seedlings need in order to grow and take turns to plant small shrubs. Younger children explore the outdoor space through activities such as egg hunts. Staff incorporate mathematical development into a range of activities. Younger children sing counting songs, while older children count during everyday tasks. They use language such as 'full', 'half full' and 'empty' when exploring capacity. Leadership and governance Expected standard Leaders know their staff well. They have a clear understanding of strengths and areas for development. Leaders hold regular meetings to support communication and teamwork and to discuss children's learning. Staff speak positively about the support and training they receive from leaders. They value the team ethos and the support they receive from each other. Leaders prioritise staff's wellbeing. They provide regular supervision sessions, appraisals and professional development opportunities. However, further training opportunities relating to confident and consistent behaviour management techniques would support staff knowledge further. Parents and carers speak very highly of the nursery. They appreciate the opportunities they have to discuss their child's learning and development. Parents particularly enjoy the regular coffee mornings, where they meet with other parents and local families. Parents appreciate the online platform, which informs them of what their child has been doing and the next steps in their educational journey. They also enjoy reading the information board and appreciate the open-door policy of the nursery. Parents know that they can approach leaders and staff whenever they feel they need to. They describe staff as an extension of their family. What it's like to be a child at this setting Children arrive happy and eager to begin their day. Staff warmly welcome them and help them to feel safe and secure. When children struggle to separate from their parents and carers, staff provide nurturing support to ease their transitions. On arrival, children hang up their coats on their pegs and change into their shoes, which fosters a sense of belonging. Routines are well established and children know what staff expect of them. Children form trusting relationships with staff. Staff quickly identify those children who would benefit from additional support, including those with special educational needs and/or disabilities and those who face other barriers to learning. Overall, staff support children to become independent and confident learners. Older children choose resources, select where they want to play and organise their activities. Staff support younger children to make choices appropriate to their stage of development. Staff encourage children to do things for themselves. For example, younger children serve themselves at snack time, using tongs to pick up fruit and develop their fine motor skills. Older children pour their own drinks from a jug and clear away their own plates, cutlery and cups after lunch. Staff use their knowledge of children and careful interactions to promote children's language development and extend their learning. Leaders prioritise children's physical development and provide a wide range of sensory experiences. Staff value outdoor learning and encourage children to play outside in all weathers. Children benefit from a large and secure outdoor area. They have access to appropriate clothing and wellington boots. Children of all ages develop their core strength and stamina as they run, chase bubbles and climb on the pirate ship. They show high levels of enjoyment and engagement in their play. Next steps Leaders should support staff to manage children's behaviour consistently, reinforcing clear expectations and responding promptly to less-appropriate behaviour. Leaders should ensure that staff consistently promote children's independence by giving them time and encouragement to complete tasks themselves. About this inspection The inspector spoke with leaders, staff, the special educational needs and/or disabilities coordinator, the designated safeguarding lead, 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 Inspector: Lorraine Terris About this setting Unique reference number (URN): 2747984 Address: Elm Court Youth & Community Centre 363 Mutton Lane Potters Bar EN6 3BP Type: Childcare on non-domestic premises Registration date: 04/10/2023 Registered person: Mindful Montessori Ltd Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Hertfordshire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 25 March 2026 Children numbers Age range of children at the time of inspection 2 to 4 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. Total number of places 50 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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