Dingley's Promise Worcester

Dingley's Promise Worcester

Unique reference number (URN): 2816454 Address: Bluebell Wood Childrens Centre, St. Albans Close, Worcester, WR5 1PP Type: Childcare on non-domestic premises Registered with Ofsted: 15/11/2024 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

All children make steady progress, with consideration and thought given to their wide range of special educational needs and/or disabilities and barriers to learning. They are very well prepared for their transition to the next stage in their learning. Children develop their confidence as they make independent choices about what they like to do from the wide range of learning opportunities and invitations to play on offer to them.

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Achievement Strong standard

Children make rapid progress in their ability to communicate their feelings and needs as they point to pictures and symbols on a visual display. They use simple 'signalong' signs with staff to express their ideas. Children notice simple mathematical concepts, for example, as they watch a circular hoop roll along the floor. They develop their physical skills very well, for example, as they navigate themselves over a small climbing frame indoors or run around the space freely outside. Children put puzzle pieces into puzzle boards and make marks with coloured pencils to develop more focused physical skills.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff embed a calm, harmonious and respectful culture where children flourish. Staff are extremely knowledgeable about the individual needs of the children and understand them very well indeed. They are attuned to children and know when to expertly interact, distract or divert attention. Staff sensitively support children's positive behaviour through modelling and calm interactions. These skilled techniques support children's behaviour very well. Children understand simple routines. Staff frequently remind them of what is coming next through visual displays, visual prompts and objects of reference. This is an integral part of the curriculum offer and is well embedded. The routine of the day is carefully considered and suitably simple so that children understand what is coming next. Children are inquisitive and follow their own lead of where they want to play and what they want to explore.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff facilitate flexibility around transition and arrival at the nursery. They understand that there are sometimes challenges in getting to nursery for a set time and instead offer a flexible entry time. This helps to support children's positive attendance which, in turn, makes a real difference to children's experiences. Leaders and staff understand the difficulties and challenges families face. They do everything they can to adapt and remove barriers to children's learning.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing is of the highest priority and is carefully prioritised. Leaders and staff know children and their families extremely well. They develop personalised relationships with them, which helps children flourish. Leaders embed a secure key-person approach, which ensures children and staff build close relationships with each other. Each key person is completely in-tune with their key children, as well as the wider group of children. Leaders and staff expertly enable a high-quality and two-way flow of communication with parents and carers through daily catch-ups, parent workshops and home visits.

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Children's welfare and wellbeing Strong standard

Leaders are highly responsive to the needs of children and their families. Thoughtful additions like stay-and-play sessions mean that all families are fully included. Family support arrangements benefit those children attending and those children with special educational needs and/or disabilities in the wider community who need specific support.

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Children's welfare and wellbeing Strong standard

Staff nurture children's health through the provision of healthy snacks, plenty of access to the outdoors and fresh air, and opportunities to rest when they need to through the day. While children are mainly non-verbal, staff are expert at understanding what it is that children need or are trying to express. This means that children are carefully and sympathetically listened to and their 'voices' are really heard.

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Curriculum and teaching Strong standard

Leaders have thoughtfully and carefully designed a bespoke curriculum that sensitively recognises the complex and diverse needs of the children attending this nursery. It is carefully sequenced to enhance children's learning and help them to securely embed what they have learned over time. There is an extremely sharp focus on children's communication and their emotional security. Learning follows children's individual needs and interests as they play and explore.

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Curriculum and teaching Strong standard

Leaders have carefully considered their ethos and aims of the curriculum so that it is securely rooted in learning through play and child-led experiences. The bespoke assessment toolkit acknowledges and celebrates the small steps that children in this setting make. It blends seamlessly with the curriculum offer. Staff ably organise the environment and resources to ensure familiarity and consistency for children. This means that children can confidently choose their favourite activities and explore over a consistent period of time.

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Curriculum and teaching Strong standard

Teaching is very sharply focused on children's individual learning needs. Staff's knowledge of children is very obviously at the forefront of every interaction. They know children very well. Staff adapt their teaching and interactions expertly, in the moment, to best encourage children in their experiences. Children's steady progress and emotional security is at the heart of every interaction. Staff notice and celebrate children's small and achievable steps.

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Inclusion Strong standard

Leaders and staff are passionately dedicated to providing an inclusive environment. They are skilled and adept at supporting the broad range of individual needs of the children. Leaders and staff are extremely knowledgeable about children's individual needs. They expertly understand what it is that all children and their families need. Intuitive and truly responsive interactions help children to flourish.

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Inclusion Strong standard

Leaders' forward thinking in developing a bespoke assessment tool means that staff can make highly targeted decisions about children's development and progress. Staff quickly identify children's emerging needs and decide the best way to provide sensitive support and quality interactions. Staff provide a wealth of support and information to parents and carers, which supports them to understand their child's progress. An extremely close and focused partnership with parents and other professionals is successful and impactful. Leaders' astuteness at accessing any available funding and external support ensures that they are making a real difference to the opportunities of children with special educational needs and/or disabilities.

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Inclusion Strong standard

Leaders and staff have an excellent awareness of the needs of the community and wider geographical reach of the provision. This fully enables them to sharply focus services and support to individual families to eliminate barriers to learning. Sensitive and thoughtful additions, such as the 'community cupboard' and flexible start to the day, encourage a completely holistic, unique and meaningful provision for children and families.

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Leadership and governance Strong standard

It is very clear that leaders and staff are passionately committed to and completely focused on what they do at Dingley's Promise. They are ambitious, professional and totally dedicated to providing the very highest standards of care and education for all children. Continuous, perceptive and focused reflection helps instil a positive culture of improvement. This is securely rooted in the very best interests of the children attending and their families. Staff say they feel very well supported to develop their expertise, through an extensive range of training and professional development. They say they feel valued and that their wellbeing is prioritised.

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Leadership and governance Strong standard

Thoughtful, consistent and professional links with other professionals and experts mean that children remain at the heart of what is important there. Leaders and staff work closely together with others to ensure rapid intervention, secure support and meaningful transition. This includes children's move on to school, which is handled with time and care.

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Leadership and governance Strong standard

There is an extremely focused ethos of supporting the whole family, and leaders and staff do this expertly. Parents and carers are extremely positive about the advice, support and provision for them and their children. They praise the nursery very highly and say they do not know what they would do without their advice and encouragement. Leaders and staff make a significant and positive difference to children's education and care and to the families they nurture and support.

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

Children and their families are at the very heart of everything in this inclusive setting. Children are greeted warmly by caring and attentive staff, who know them extremely well and understand their needs. They settle well because leaders and staff recognise the value of a smooth transition into the nursery day for these children. Children develop positive and nurturing attachments with their key persons. They frequently seek them out when they need them for help, guidance and reassurance. Children demonstrate that they feel safe, secure and valued as they calmly explore the well-designed and carefully considered nursery environment.

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

Children are inquisitive learners as they independently choose from a wide range of equipment and resources. For instance, children thoroughly enjoy a blackberry printing activity, where they touch, squash and press the blackberries onto paper to make a simple pattern. Children have plenty of access to the outdoors. They roll hoops, climb safely and practise their balancing skills confidently.

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

All children attending are children with special educational needs and/or disabilities or who face other barriers to their learning. They are extremely well supported because leaders and staff expertly adapt the provision to meet the individual needs of all children and their families. Leaders and staff know the families well and understand both the challenges they face and the area in which the families live.

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

Children demonstrate a love of books as they snuggle with their key person to listen to a favourite story. They look at the pictures in the book while they listen to the simple sentences spoken by staff. Children explore the thoughtfully planned activity, where staff provide resources linked to the story to help extend their understanding.

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

Children are familiar with the clear and established routines and simple expectations. This helps them to make the most of their day at nursery. Staff help children to understand these routines by singing simple songs. Children develop their independence as they wash their hands and choose their snacks at snack time. This supports their growing confidence and self-care skills.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinators, parents and carers 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

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Address:

Bluebell Wood Childrens Centre St. Albans Close Worcester WR5 1PP

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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 - 15:00

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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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3 to 4

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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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

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

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