Kindred Bournemouth

Kindred Bournemouth

Unique reference number (URN): EY463516 Address: 9-11 Kinson Road, BOURNEMOUTH, BH10 4AQ Type: Childcare on non-domestic premises Registered with Ofsted: 31/05/2013 Registers: EYR, CCR, VCR Registered person: Kindred Education (Bournemouth) LLP

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Children make good progress from their starting points, including those who have special educational needs and/or disabilities or who are disadvantaged. They grow in confidence as they move through the setting. They confidently explore their environment in the baby room, and older children share their thoughts and ideas with staff. Generally, they become effective communicators and use some adventurous language. For instance, children describe animals in books as 'curious creatures'.

p.2

Achievement Expected standard

Children become independent and able to lead their own learning. They typically sustain attention and concentrate on their self-chosen activities. They keep trying in the face of challenges. For example, they add more glue and try again when trying to stick lolly sticks to shapes. Children are generally well prepared for their next stage of learning, including school. For example, they learn to wash their hands independently before they move into pre-school.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders have established a positive environment in which children typically behave well. Staff build very effective relationships with children. Relationships are warm and friendly. Smiles and giggles are part of everyday interactions. Children learn to collaborate effectively with each other. For instance, they complete jigsaw puzzles together. When children do struggle to share resources, staff typically support them. They help them to work out solutions for themselves, such as by taking turns. Staff normally adjust their interactions with children according to their ages and stages of development. For example, they encourage older children to scrape their own plates after lunch, while younger ones have theirs scraped for them. Leaders promote the importance of regular attendance. Where they identify potential barriers, they support families. For instance, they change session patterns to ensure that children can attend well.

p.2

Behaviour, attitudes and establishing routines Expected standard

At times, staff work intently with small groups of children, and they overlook incidents of poor behaviour nearby. This means that staff are not always consistent in setting expectations. Similarly, during periods of change, such as when coming in from outside, staff are not always clear enough about what they expect children to do. This means that children lose focus and routines are less effective.

p.2

Children's welfare and wellbeing Expected standard

Leaders ensure that staff typically meet children's care needs effectively. For instance, babies get cleaned up promptly after making their own play dough. Children are supported with toileting, and staff work closely to help families understand when and how to potty train. Children enjoy responsive relationships with staff. Babies settle in to their day quickly and separate from parents with growing ease. They smile with joy at familiar staff. Older children delight in the praise that they generally receive from staff and beam with pride when they achieve things. Children learn to keep themselves safe. For instance, a recent road safety visit was arranged to teach all children how to cross the road safely. Staff help children to understand their emotions and to name what they are feeling. For example, they draw faces in chalk and talk about times in which they have felt happy and sad. Staff generally have a clear

p.2

Children's welfare and wellbeing Expected standard

understanding of children's sleeping and weaning routines. They speak regularly with parents to ensure that this knowledge is continually updated. Staff typically ensure that children eat well. Children benefit from a broad and varied menu that introduces them to new flavours and textures. Staff discuss healthy food choices with children. Children sleep safely in darkened rooms on comfortable mats. Staff are attentive and check them frequently.

p.3

Curriculum and teaching Expected standard

Leaders have ensured that there is a clear and cohesive curriculum in place. This is generally well understood by staff. Staff are typically purposeful in supporting the development of children's communication. For instance, they add extra words to simple sentences to encourage older babies to expand their vocabularies. Staff use songs and rhymes to build children's communication skills. By the time they enter pre-school, children sing familiar songs independently.

p.3

Curriculum and teaching Expected standard

Leaders have ensured that mathematical learning is well embedded throughout the curriculum. In all rooms, staff typically exploit opportunities to explore and develop mathematical understanding. For example, toddlers count bubbles as they pop. Older children work to recognise and rub out numerals on white boards. Staff prioritise children's physical development. Babies learn to climb and control their bodies on climbing equipment. Older children develop their muscles and stamina on pedal bikes.

p.3

Curriculum and teaching Expected standard

Typically, staff know the children well and adapt their teaching to meet children's needs, including the adaptations needed for children with special educational needs and/or disabilities. However, not all staff are consistently clear about what children already know and what they need to learn next. This means that they do not always tailor their teaching to suit children's ages and stages of development.

p.3

Inclusion Expected standard

Leaders ensure that children's needs are typically well identified and addressed. Staff complete baseline assessments after each child's first 6 weeks of attendance. They use this knowledge to explore potential barriers to learning and to take suitable action. For example, they put in place individual plans with clear targets, which they review and adapt regularly. Leaders generally monitor this progress well. They take further steps where necessary, such as involving external services such as a home-visiting educational service for pre-school children with special educational needs and/or disabilities (SEND) or speech and language therapists. Staff typically support children with SEND or with other barriers to learning well. Generally, staff understand their needs and adapt their interactions accordingly. For example, they use key words and repetition to support children with communication needs.

p.3

Inclusion Expected standard

Leaders make effective use of additional funding to support children who experience disadvantage. For instance, they add exciting garden equipment to the outdoor area to benefit those who do not have a garden at home. Leaders have a clear oversight of the provision for children who are known or previously known to children's social care. They monitor children's progress and attendance closely and take swift action if their support needs to change.

p.3

Leadership and governance Expected standard

There have been recent changes to leadership in the setting. These have been well managed. Leaders have a clear oversight of the setting and its ongoing journey of continuous improvement. Leaders have a comprehensive action plan in place. They are taking suitable action to ensure that practice across the setting continues to become consistent. For example, they have recently focused on ensuring that relationships are really effective for all children. This has resulted in consistent practice in this area. Leaders make decisions that are always in the best interests of the children. For instance, they know that routines are not always managed smoothly and are working to improve this.

p.4

Leadership and governance Expected standard

Staff feel really well supported in the setting. They appreciate how leaders look out for their wellbeing. They put changes in place to support them when needed. For instance, they split lunch breaks so that staff can have 2 short breaks in the day. Staff benefit from regular training and development. They enjoy the opportunity to learn from peers across the nursery and also in linked settings. Parents are typically positive about the setting. They value how accommodating leaders are when they need to make changes to sessions and report that they receive regular communication. They say that their children learn to eat healthily as they try new and adventurous foods at nursery.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children enjoy their learning in this warm and friendly setting. They develop close relationships with staff and peers alike. For instance, babies seek out familiar staff members for reassurance when needed. They smile and gaze at staff. They often giggle, such as when staff help them to blow bubbles and they watch them pop. Children grow in confidence. From their time in the baby room, staff encourage children to explore and experiment. For example, they try to make different marks on paper, and staff praise their efforts. Older children draw staff into their play, readily communicating their ideas. They task staff to take on roles, such as making them the 'pupil' while they become the 'chef' and 'teacher'. These interactions build their communication skills and their understanding of the world around them. Children access a broad variety of resources and activities. They develop a real love of books. Children regularly choose to spend time with a book. They

p.5

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

explore them independently and share them with staff.

p.5

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

Children are well prepared for their next steps in learning. They develop their ability to independently meet their own needs. For instance, pre-school children collect their own cutlery for lunch, and older babies collect their own bags to get changed. They develop their physical skills as they experiment with moving in different ways in the 3 garden areas. For example, staff throw beanbags, which they run and jump to catch. Children balance along wooden beams and tyre obstacle courses.

p.5

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

Children learn to attend routinely. Leaders ensure that they work with families to develop an understanding of the importance of regular attendance. Leaders ensure that families are well included in the work of the setting. For instance, they are invited to school readiness information events. They are encouraged to share photos and interests from home on their communication platform.

p.5

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Kindred Education (Bournemouth) LLP

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

p.6

Address:

Local authority: Bournemouth, Christchurch & Poole

p.6

Next steps

Leaders should ensure that staff retain clear oversight of all children when working in a focused manner with small groups so that incidents of poor behaviour are not overlooked. Leaders should ensure that staff are consistently clear about their expectations and the routines required, especially during periods of change in the day. Leaders should ensure that all staff have a comprehensive understanding of what children know and what they need to learn next so that they can use every interaction as an opportunity for teaching and learning.

p.6

About this inspection

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

p.6

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.

p.6

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8