Dingley Family & Specialist Early Years Centres (Reading Centre)

Inspection of Dingley Family & Specialist Early Years Centres (Reading Centre) Community Centre, Kennet Walk, READING RG1 3GD

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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 are warmly welcomed into this caring and nurturing provision for children with special educational needs and/or disabilities (SEND). They develop strong, secure attachments to their key person, who greets them with excitement and enthusiasm.

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The provision is good

Children make independent choices about their play and learning from a wide range of resources. For instance, children ride on tricycles while others pour and transfer water from the water tray. Children develop practical life skills such as pouring their own drinks at snack time and helping to mop up spills. Some children enjoy carrying their plates to the kitchen when they have finished. This supports children's independence and self-confidence.

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The provision is good

Staff consistently support children's behaviour. They know the children well and have strong strategies in place to help children regulate their emotions. Staff quickly step in and use the children's interests to redirect any negative behaviours before they intensify. They provide calming spaces where children can retreat and provide comfort and reassurance when they become overwhelmed or dysregulated. Children develop self-awareness and coping skills.

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The provision is good

In this highly inclusive setting, children quickly learn to value diversity. Children learn about different cultural celebrations, such as Diwali, the Festival of Holi and summer solstice. Staff provide dual-language resources to support children and families who speak languages other than English. This helps children feel respected and valued and builds their sense of belonging.

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need to do better?

n Leaders provide an ambitious curriculum that considers the uniqueness and individuality of every child. Staff know the children well and adapt their provision accordingly. They build on the children's interests to extend their learning. The curriculum is carefully sequenced to meet the individual needs of the children to ensure all children make the best possible progress. n Communication is a key strength that is visible in every area of the provision. Staff expertly adapt their interactions to support and build on what children know and can do. In addition to modifying their spoken language to individual children, staff also use visual boards, sign language, visual timetables and communication boards. Children learn to communicate in different ways according to their needs and abilities. n Overall, the staff plan engaging and enticing activities. For instance, staff bring stories to life with their animated and theatrical storytelling skills. Children

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need to do better?

excitedly copy the actions and repeat some familiar phrases. However, on

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need to do better?

Centre) 10 July 2025 occasion, children wait too long for activities to begin. Although staff praise children for waiting, this can result in a loss of focus and interest. n Staff embed strong routines to support transitions. For example, they ensure every child is shown the timer five minutes before going inside. Giving children advance warning helps them regulate their emotions and anticipate what is going to happen. n Children develop healthy practices. Staff teach children to brush their teeth. Children learn to routinely wash their hands before eating. Staff work with outside professionals to develop sequenced strategies that support children's healthy eating. This encourages children who are averse to different foods to try new tastes and develop their palates. n Staff provide immense support for parents as well as children. They organise stay-and-play sessions and information events to help parents support children's

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need to do better?

needs at home. Staff provide regular feedback about their child's progress and next steps in learning. They also share the strategies and resources that work for their child so parents can replicate these at home. The setting has a resource library so parents can try resources before buying them. Parents speak positively about the progress their children have made during their time here. n Leaders are passionate and committed to ensuring they provide the best possible start for the children. They use the views of staff and parents when creating their development plans. Leaders ensure that any funding received to support children is considered and used to support the individual needs of children and their families. This helps to enhance children's experiences. n Through regular supervision, leaders ensure that they promote staff's ongoing professional development. Training is highly targeted to support the needs of the

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need to do better?

children who attend the setting. For instance, staff have recently learned about 'story massage' to help children feel calm and maintain focus. Staff report that they feel supported and enjoy their roles.

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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 prepare activities more precisely to help children sustain focus and engagement.

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Setting details

Unique reference number EY428241 Local authority Reading Inspection number 10399152 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 20 Number of children on roll 26

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Name of registered person

Dingley Family and Specialist Early Years Centres

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reference number

Telephone number 01183277424 Date of previous inspection 21 November 2019

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Information about this early years setting

Dingley Family & Specialist Early Years Centre - Reading registered in 2011. The centre provides places for children with SEND from birth to five years. It operates from the Kennet Walk Community Building, near to Forbury Retail Park, in the centre of Reading, Berkshire. The setting receives funding to provide early education for children aged two, three and four years. The setting operates between 9.15am and 2.45pm on Monday, Tuesday, Wednesday and Thursday, and 9.15am to 12.15pm on Friday. There are 12 staff employed to work with the children, ten of whom are qualified between levels 2 and 6.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The operations manager, deputy manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with SEND. 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 deputy manager and inspector carried out a joint observation of a communication and language activity. 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

Centre) 10 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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