Chipmunks Day Nursery

Inspection of Chipmunks Day Nursery 6 HERRINGSTON ROAD, DORCHESTER, DORSET DT1 2BS

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Overall effectiveness Requires improvement

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

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The provision requires improvement

Leaders have addressed some of the weaknesses from the last inspection and are committed to making further improvements. For instance, there is now a broad curriculum that is aimed at improving outcomes for all children. However, although children appear settled and happy to attend, they do not benefit from consistent high-quality interactions from staff to extend their learning.

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The provision requires improvement

Additionally, staff do not consistently consider the organisation of the environment to ensure that all children can actively engage in activities. For example, children are keen to learn how to use hoops in the playground. They watch staff and are eager to copy. However, the hoops are too big for young children to manage and manipulate. This leads to frustration and children lose interest. Overall, the quality of education that children receive is not yet good.

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The provision requires improvement

Children develop positive bonds with staff. They listen to staff and join in with the daily routines. Staff provide a wide range of fun and interesting activities that interest children. For instance, young children laugh and giggle as they practise using their small-hand muscles to thread different shapes. Older children enjoy using pens to draw around their hands.

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need to do better?

n Leaders have an overview of the curriculum. They know what they want children to achieve. Staff know the children they care for well and plan appropriate next steps in learning. However, staff's interactions often lack purpose, direction or do not extend children's learning. The quality of teaching is variable. Some staff do not have the skills they need to engage children in purposeful play, support their curiosity and encourage children to persevere during tasks. This means that children's experiences are not consistent across the setting. n Staff assess and monitor children's progress regularly. They act swiftly to identify any gaps in children's learning and put additional support in place. There is effective support for children with special educational needs and/or disabilities. Staff follow advice from other professionals and work with parents and carers to help children to achieve their set goals.

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need to do better?

n Staff feel their well-being is considered and supported by leaders. Since the last inspection, there have been regular team meetings, staff supervision sessions and dedicated time for all staff to undertake training. Although leaders recognise different confidence levels in staff, they have not yet sharply focused on staff's continuous improvement. Leaders do not yet have a clear oversight of individual staff's knowledge and skills. This limits leaders' ability to address weaknesses in practice. This means that staff are not fully effective in supporting children's learning outcomes and providing high-quality interactions.

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need to do better?

24 September 2025 n Parent partnerships are positive. Staff work with parents from the start to gain a clear understanding of children's interests, needs and care routines. This helps children to settle quickly. Staff provide a 'book box' and 'busy bags' for parents to share with their children at home. Parents say they feel their children are happy and safe at the setting. They appreciate staff telling them about daily activities and say they feel involved in their children's learning. n While staff plan motivating activities for children, they do not consistently consider the organisation of these activities. For instance, at times, rooms become noisy and children are distracted by staff carrying out routine tasks. Sometimes, children clamber over each other to reach toys and resources that spark their interest. This leads to low-level conflicts, which staff must then manage. During these times, children then become less interested, wander off

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need to do better?

and are not involved in meaningful learning. n There is an effective key-person system in place. Children form relationships with their key person and seek them out for reassurance, comfort and support. Babies who are new to the setting are beginning to have the confidence to explore the environment if staff are close by. This demonstrates they feel safe and secure.

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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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Due date

ensure that staff focus their interactions on supporting what they plan and intend for children to learn, so all children engage in purposeful learning 14/11/2025

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Due date

strengthen arrangements for individual staff supervision sessions to support consistently high-quality interactions for all children. 14/11/2025

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should:

24 September 2025 n strengthen the organisation of the environment and activities to fully promote children's engagement in meaningful learning.

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Setting details

Unique reference number EY454946 Local authority Dorset Inspection number 10414784 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 153 Number of children on roll 121 Name of registered person Chipmunks Day Nursery Ltd

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reference number

Telephone number 01305 260002 Date of previous inspection 24 June 2025

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Information about this early years setting

Chipmunks Day Nursery registered in 2012. It operates in Dorchester and is one of two nurseries registered by the same provider. The nursery opens each weekday, from 7.45am until 6pm, for 51 weeks of the year. There are 27 staff who work directly with children. Of these, one member of staff holds a level 6 qualification, two staff hold qualifications at level 4, fifteen staff hold qualifications at level 3, four staff hold qualifications at level 2 and five staff are unqualified. The nursery offers government funded childcare.

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Information about this inspection

Inspectors Mikaela Jauncey Marie Swindells

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Inspection activities

n An inspector viewed the provision and discussed the safety and suitability of the premises with the manager. n The manager joined an inspector on a learning walk and talked to the inspector about the curriculum and what she wants children to learn. n Staff talked to the inspectors throughout the inspection and discussed how the curriculum is planned and implemented, and how children's progress is monitored. n An inspector spoke to parents and took their views into account. n The manager carried out two joint observations of a mathematics activity and a singing activity with an inspector. n Children spoke to the inspectors. n The inspectors observed interactions between staff and children throughout the inspection.

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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

24 September 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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