Dingley's Promise Poole

Dingley's Promise Poole

Unique reference number (URN): 2861154 Address: Branksome Childrens Centre, 350 Poole Road, Branksome, Poole, BH12 1AW Type: Childcare on non-domestic premises Registered with Ofsted: 22/09/2025 Registers: EYR Registered person: Dingley Family and Specialist Early Years Centres

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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.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

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.

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Achievement Strong standard

Children develop the core skills that they need in order to go on and thrive in future settings during their time here. They begin to explore and engage in the environment. They learn to interact alongside others and sometimes with others. Children, including disadvantaged children, make extraordinary progress from their starting points. For example, they move quickly from finding times of change very challenging to managing them with some ease. They learn to use consistent calming strategies.

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Achievement Strong standard

Children are extremely well prepared for future changes. They learn how to work alongside others. They start to follow their interests and sustain attention. Children grow in confidence during their time in the setting. They form strong bonds with familiar and consistent staff. From this foundation, they become increasingly able to explore and take risks. For example, they experiment with new textures in play, mixing sand and water. These skills enable them to move on to future settings with security.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have created a deeply respectful environment. Behaviour management is consistently adapted to suitably meet children's needs. Staff support children with such expertise that they all understand the expectations. For example, when children spray water in the garden, they deliberately move to avoid spraying staff. Children understand where the boundaries are. Each and every interaction is carefully adapted to children's level of understanding.

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Behaviour, attitudes and establishing routines Strong standard

Staff develop extremely effective relationships with children. These are steadily and meticulously crafted, with changes very carefully managed. For example, when moving to a new key person, staff will take a month to build a bond. They move from gradual play alongside a child to a point where they can engage in direct play with them. Staff support children to develop their ability to play alongside other children. For some, this is playing near others, and, for others, staff skilfully help them to play with others. For instance, staff use the language of sharing and timers to develop an understanding of turn taking.

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Behaviour, attitudes and establishing routines Strong standard

Leaders carefully monitor attendance and support families to enable regular attendance. They anticipate possible barriers, such as changing sessions to meet parents' changing work needs. They consistently promote the importance of regular attendance.

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Children's welfare and wellbeing Strong standard

Children are extremely well known in this setting, and, as such, their care needs are flawlessly met. For example, children are able to join meals when it works for them, taking regular breaks. This approach enables children to increase their confidence with food and reduces fear, so they try new foods. Leaders and staff have a full and comprehensive knowledge of every child and the unique barriers that they may face. This deep knowledge supports staff in adapting every interaction. For instance, when children struggle to settle into a session, staff use their clear knowledge of each child. They provide their favourite things to engage children in play. This helps them to settle and regulate their emotions.

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Children's welfare and wellbeing Strong standard

Staff help children to develop their understanding of their own safety. For example, they encourage children to move away from the door when staff approach. Staff skilfully acknowledge and name children's emotions so that they can develop an understanding of them. For example, they notice immediately when children start to become unsettled. They acknowledge how they feel and move alongside them to a calmer space. All staff have a meticulous knowledge of children's care needs, such as their sleep schedules. They support this skilfully in the setting. They also work extensively to support families at home. For example, they help parents to identify when and how to start potty training.

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Curriculum and teaching Strong standard

Leaders have designed a very clear and cohesive curriculum. It is well understood by all staff. Leaders continually reflect on the quality of the offering and add to it. For example, staff provide new interesting offerings to spark children's interests, such as fresh flowers and paint. Staff then ensure that each interaction is meticulously tailored to meet children's individual next steps. Staff are highly skilled, and interactions are of a consistently high quality.

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Curriculum and teaching Strong standard

Staff consistently focus on supporting each child's emerging communication skills, at their own level. For example, children can use communication mats, visual clues and single words according to their level of need. Staff demonstrate complete understanding of exactly where each child's communication level is. They adapt their approach to skilfully move this forward. For instance, some children start at the setting with no verbal skills. In some cases, within a few short weeks, they begin to express their own needs and feelings. Leaders are passionate about there being 'no ceiling' to what every child can achieve here.

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Curriculum and teaching Strong standard

Staff expertly develop mathematical understanding at each child's individual level. For instance, children talk about their age and experiences of receiving presents. This develops their understanding of the passing of time and number. Leaders ensure that all teaching is fully adapted to meet children's individual needs. They consistently adopt a 'one size suits one' approach. This means that every child receives exactly the support that they need in order to make the best possible progress.

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Inclusion Strong standard

Children's individual needs are exceptionally well identified and supported in this setting. Leaders ensure that each child receives a fully adapted, highly supported programme to transition into the setting. This tailored approach continues consistently throughout the setting. Leaders adapt support constantly and proceed slowly to ensure that every step is successful and meets each child's exact needs. Leaders and staff work extensively with families to ensure that they have a full knowledge of each child. They meet with families extremely regularly to review provision. They meticulously explore all potential barriers to learning. For example, they work with families to gently ensure that their children are exposed to a wider range of foods. This means that children learn to eat a wider diet. This enables them to grow and develop appropriately. Leaders have an extremely clear oversight of provision for children who are known to

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Inclusion Strong standard

children's social care. They ensure that they anticipate and support every possible need. For instance, they offer equipment such as seasonal shoes freely to any family that may need them. Leaders view their work as providing a 'stepping stone' placement. They support and prepare children to transition into future settings and schools. They are continually focused on support and preparation for each child's future. Staff are meticulous in assessing each child's progress. They use their accredited assessment toolkit. The use of this toolkit enables them to recognise and celebrate even the smallest steps of progress.

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Leadership and governance Strong standard

Leaders have an extremely clear understanding of their setting. They skilfully identify areas for improvement and effect rapid change. Leaders' recent focus on strengthening staff practice in supporting children through change has ensured that this is now consistently effective and responsive to children's needs. Leaders highly prioritise staff wellbeing and provide ongoing support. Staff feel very well supported and listened to. They value the wider support from the company, such as with its wellbeing support number. Leaders ensure that staff continually develop and sustain a high level of skill that strengthens children's experiences. Staff benefit from a regular programme of training and powerful peer mentoring, observation and support. Leaders' consistent focus on staff skill has made teaching highly impactful across the setting. All staff feel that they are able to share feedback, and they are all dedicated to the ongoing development of their centre. For

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Leadership and governance Strong standard

example, staff develop fundraising campaigns to raise funds for the centre and its work.

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Leadership and governance Strong standard

Leaders and staff engage extraordinarily well with parents and families. With the support of their family support workers and wider community work, they reach out to ensure that all potential children who may benefit are able to access the centre and engage in its offering. They are constantly considering how to further their reach and make a greater impact. They support the families of children in their care in every possible way. For example, they provide a community cupboard full of resources to take home, conduct home visits and lead parent support sessions. Parents consistently report that they feel extremely well supported by the setting. They value the high level of support that they are able to access for any parenting challenges that they may face.

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What it's like to be a child at this setting

Children are individually celebrated here. Every child, and their family, is fully supported by leaders and staff to ensure that they can thrive. They are safe and happy. Families are

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Inspector:

Alanda Phillips referred to the centre and go on to receive a fully adapted approach. Leaders work on the understanding that 'one size fits one'. They provide every child and every family the exact support that they need. This ensures that all children can move on to future settings successfully.

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Inspector:

Children develop extremely close relationships with staff who know and understand them deeply. Every leader and staff member has a comprehensive knowledge of every child. Children are encouraged to develop a spark of interest every day. This 'spark' is then followed by highly trained and highly skilled staff. This ensures that teaching is extremely well tailored to each child's stage of development. Every tiny step of progress that each child makes is recognised and celebrated in this deeply inclusive setting.

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Inspector:

Children benefit greatly from the wide support that their families receive in this setting. Family support workers in the setting reach out and engage with new families so that increasing numbers of children are able to access the setting's offering. Their considered engagement with all children and their families ensures that possible barriers to learning are swiftly identified and removed. For instance, children who have unsuccessfully attended multiple settings before, succeed here. From the moment they arrive they receive the fully adapted, specialist support they need. This helps children to then move on to successful new placements, when they are ready, with the support they need in place. Children learn to attend regularly and to enjoy their learning. Leaders continue to support families after their children have moved on to ensure that new placements work. They make sure that the support they put in place can be maintained and move with each child. This setting is

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Inspector:

making a considerable long-term impact on the lives of these children and their families.

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Next steps

Leaders should ensure that they continue to reach out ever more broadly to remove barriers for children who need extra help to realise a transformational impact on as many children's achievement and wellbeing as possible.

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About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection.

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About this 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 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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Address:

Branksome Childrens Centre 350 Poole Road, Branksome Poole BH12 1AW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Dingley Family and Specialist Early Years Centres

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 12:00,Monday,Tuesday,Wednesday,Thursday,Friday : 12:00 - 15:00

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Address:

Local authority: Bournemouth, Christchurch & Poole

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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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.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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