Dingley Family And Specialist Early Years Centres

Inspection of Dingley Family And Specialist Early Years Centres Newtown Adventure Playground Building, Northumberland Road, Southampton SO14 0EL

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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 Not applicable

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The provision is good

Staff provide a warm, safe and happy environment where all children can learn and develop at this specialist setting for children with special educational needs and/or disabilities (SEND). The child's key person welcomes them each day. The relationship between them is very strong. For example, the key-person system is a well-thought-out process, where managers monitor the connection the child has with the key person. This allows children to feel safe in the setting. Staff consistently meet the children's needs, and their safety is paramount. The key- person approach is strong, and the staff know their specific children extremely well.

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The provision is good

The setting is very inclusive. It supports families in the community. The staff speak a range of languages and have extensive knowledge on different cultures. Staff provide a range of support for families, such as workshops, home visits and resources. They have a family area that has a 'community cupboard' providing essentials, such as clothes, nappies and food. The setting is supporting families to ensure the best for the children.

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The provision is good

The managers provide a very ambitious curriculum, which is exciting and inspiring. They focus on how children with SEND learn and what each child shows an interest in. For example, staff plan activities that involve sensory experiences, such as water play. The curriculum is unique and allows for the children to explore the open-ended activities on offer. The staff continuously assess the children to ensure they are achieving their targets. All children are progressing in their development.

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need to do better?

n Management are strong and lead by example. They start the day with a team talk, which directs the team for the day. Staff feel extremely supported by their management team. They feel appreciated in their role. For example, managers recognise and reward staff with 'employee of the month'. Managers also cater for staff's well-being and meet with them regularly and ask how they could support them further. Staff receive high-quality and relevant training, such as music facilitation. This ensures staff keep their knowledge up to date and provide high standards of teaching and learning. n Staff promote communication and language skills well. They use a range of tools and strategies. For example, staff always get down to the child's level, gain eye contact and pronounce basic words clearly. They also use signing, visual aids and objects to communicate. Staff use repetition to help the children learn. For

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need to do better?

instance, staff will sing the same song when washing their hands. Children show they are beginning to understand and are starting to follow routines. n Staff encourage children to be independent when they can. For example, children can independently access their own play both indoors and outdoors.

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need to do better?

3 July 2025 The staff follow the children's lead and stay close to ensure they are safe. Some children take responsibility over their own belongings, such as their water bottle and collecting their bag at home time. Children confidently explore the setting and enjoy the activities that are on offer. n Staff manage behaviour well. They do not tell a child 'no' but distract and redirect them. Staff are positive with the children and praise them for their achievements. They have created a regulation station, which supports children to express their emotions. For example, they use strategies such as providing an area with resources including stories, ear protectors, comforters and mirrors. Staff support children to understand their emotions, which helps them to manage their own behaviour. n Children are very happy and have built strong bonds with their key person. Staff play alongside them and extend their learning. For example, children stack

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need to do better?

coloured bricks, and staff ask them to count the bricks and identify the colours. During group times, children wait their turn and independently problem solve. However, staff focus less on encouraging children to develop their social skills. For example, even though they play alongside each other, children are not encouraged to engage and share activities. n Parents are extremely grateful for the care all the staff provide for the children. Staff go above and beyond to support the whole family. For example, they help them fill out forms and to access additional funding. Staff also organise transport for families to ensure there are no obstructions to their child attending the setting. All forms of communication for parents are in their home languages. Parent partnerships are strong.

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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 support staff to make better use of opportunities to build on children's social skills.

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Setting details

Unique reference number 2732317 Local authority Southampton Inspection number 10398407 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 10 Number of children on roll 15

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Name of registered person

Dingley Family and Specialist Early Years Centres

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reference number

Telephone number 07946226030 Date of previous inspection Not applicable

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Information about this early years setting

Dingley Family and Specialist Early Years Centres, registered in April 2023 and is located in Southampton, Hampshire. It specialises in children with SEND. The centre is open each weekday, from 9.15am to 12.15pm, and Monday to Thursday 12.45pm to 2.45pm, during term time. There are nine staff, six of whom hold recognised childcare qualifications from levels 3 to 6. The centre provides funded early education for children aged nine months to five years.

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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 the children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and the inspector carried out a joint observation during a group activity. n The inspector spoke to parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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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

3 July 2025 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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