Wimborne Kindergarten

Inspection of Wimborne First Kindergarten Wimborne First School, School Lane, Wimborne, Dorset BH21 1HQ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children arrive excited and confident, ready to start their day. They choose their favourite resources to play with while staff engage with them by playing alongside, guiding and challenging their thinking skills. For instance, children choose to build towers using tricky curved blocks, testing their construction abilities. Staff encourage them to keep going as their tower wobbles. Children persevere, reassuring themselves by saying, 'it's OK,' as they carefully extend the height of their building.

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The provision is good

The curriculum is ambitious for all children. Staff use their understanding of each child's abilities to support their development through playful learning, helping children to learn the skills they need to grow. For example, staff engage children in fun counting songs using visual prompts and lots of enthusiasm while singing the song 'Monkeys in a Tree'. Children learn to count, listen and recall lyrics while maintaining their concentration for extended periods.

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The provision is good

Children are happy and content. Staff comfort them when they become upset and help them to understand their feelings. Children settle quickly and support each other, patiently waiting for each other as they wash their hands before lunchtime. During mealtimes, children initiate conversations with each other while staff gently encourage quieter children to join in.

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need to do better?

n The provider has created an ambitious curriculum that fosters independence and curiosity in children. This empowers them to initiate their own learning and to take responsibility for their own belongings. From the moment they arrive, children demonstrate independence by confidently hanging up their coats on their name-labelled pegs. They choose resources they enjoy, while staff actively support them in acquiring the necessary skills and knowledge for development. Staff support children to have good focus and engagement in their playful learning. n The provider effectively evaluates the provision, identifying areas of good practice and areas for improvement. Staff are supported in understanding and implementing the curriculum through training. Although staff are knowledgeable about children's development, they sometimes do not consistently apply this knowledge to teach effectively. For example, when reading stories to children,

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need to do better?

staff occasionally rush through the text without checking children's understanding of the plot. As a result, children sometimes lose focus and do not fully grasp the story. n The provider ensures children learn and develop over time by closely monitoring and accurately assessing their progress. They identify gaps in learning and

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need to do better?

12 November 2024 engagement, supporting children with simple, purposeful activities tailored to their needs. For example, children practice cutting skills and develop increasing precision as they contribute to collective autumnal artwork. Children stay well engaged and steadily acquire the skills needed to make progress. However, staff sometimes lack focus when providing the targeted support that some children with special educational needs and/or disabilities (SEND) need to make rapid progress to close gaps in their learning. n Children demonstrate good behaviour. Staff guide them with clear and high expectations through well-established routines. While children play, staff ring a bell from the carpet area. Immediately, children smile, put down their toys and quickly gather on the carpet without further instruction. They know the routine, understand the expectations and feel excited in anticipation for what they will

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need to do better?

learn during carpet time. n Children demonstrate independence and take their responsibilities seriously. At snack time, they help themselves to fresh fruit and vegetables using tongs. They politely ask each other to pass food they cannot reach and listen attentively, helping each other as needed. After finishing their snacks, children remember to wash up independently. Staff remain well deployed and readily available to support children whenever needed. n The provider has developed good partnerships with parents. They regularly communicate their child's successes and work with parents if they have any concerns. They support parents in encouraging their children to eat more adventurously. Because of this, parents have introduced new foods at home, encouraged by their child's willingness to try different foods.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n enhance the use of training and support for staff so they consistently provide children with high-quality teaching and learning n strengthen staff's focus on the targeted support that children with SEND need to make rapid progress.

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Setting details

Unique reference number EY540893 Local authority Dorset Inspection number 10364224 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 24 Number of children on roll 18 Name of registered person Wimborne First School Play Clubs

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reference number

Telephone number 07778597709 Date of previous inspection 31 January 2019

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Information about this early years setting

Wimborne First Kindergarten registered in 2017. It operates from dedicated premises situated near the centre of Wimborne, Dorset. The kindergarten opens from Monday to Friday, 8.45am to 2.45pm, term time only. A team of four staff members work with children, one of whom holds a relevant qualification at level 5, one at level 3, one at level 2 and one unqualified. The setting offers government funded places.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n The manager and inspector discussed how the curriculum has been implemented and the impact that this had on children's learning. n Children spoke with the inspector during the inspection n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the manager and the nominated individual about the leadership and management of the setting. n Staff spoke to the inspector about how they support children with SEND. n The manager and the inspector carried out a joint observation during outdoor activities. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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Inspection activities

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.

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Inspection activities

12 November 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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