Dungaroos Winchester LtdOfsted report card, 28 Sept 2026

Dungaroos Winchester Ltd

Unique reference number (URN): 2877282 Address: Dungaroos Preschool, Garbett Road, Winchester, SO23 0NY Type: Childcare on non-domestic premises Registered with Ofsted: 01/12/2025 Registers: EYR Registered person: Dungaroos Winchester Ltd

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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 Expected standard

Children learn a variety of skills at the setting, across all areas of learning. They learn about effective hygiene routines, such as washing their hands before they eat. Children learn about expectations and to be independent. For instance, children understand they need to wear shoes outdoors and fetch these themselves. They know where to find and store their belongings. Children make choices about what to play with and where to play. They learn to follow instructions, such as to help tidy away resources at the end of the morning. Children show a delight in looking at books and sharing stories. They understand how to handle books carefully and confidently. Children learn about playing with others and asking staff for help, such as to fetch jigsaws that are out of reach. Typically, all children make progress and learn many skills to support their future learning.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. Staff have high expectations for all children, that they clearly know. For instance, after finishing eating their snack, children know to tidy up their plates and cups. Staff are positive role models for children, offering them warm praise. They support children to hear positive manners, and when to use them. Children show they enjoy the praise and attention from staff. This helps to support their sense of self-esteem well. Children generally listen to what staff say. They follow instructions, such as to sit down at group time to listen to a story. Typically, children show positive attitudes to their learning and each other.

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Behaviour, attitudes and establishing routines Expected standard

Staff implement an effective daily routine that supports the smooth running of the setting. This helps all children to know what to expect and when. Staff understand how to adapt their routines to meet children's individual needs. They know the procedures to follow if children do not arrive when expected. This helps to keep children safe. Staff promote regular attendance, which helps all children to benefit from everything they have to offer at the setting.

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Curriculum and teaching Expected standard

Leaders and staff have a clear curriculum in place to teach children a variety of skills that builds on what they know and can do. There is a focus on supporting all children to be confident communicators. Staff are positive role models who help children to learn how to have a conversation and to ask for help. Staff typically teach children new words as they play, and help them to hear how to pronounce words correctly. All children make progress in their communication skills from their starting points.

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Curriculum and teaching Expected standard

All children typically benefit from effective teaching. Staff know what children's individual needs are. They understand how to help all children make progress in their learning. Staff introduce children to mathematical language as they play. For instance, they learn about matching and counting objects, developing an awareness of mathematical concepts.

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Needs attention

Staff help children to develop high levels of confidence as they move actively. Children run enthusiastically on the school field and take part in regular dance activities. Staff help children to build friendships and to play cooperatively with one another. They typically support children to recognise their feelings and those of others. Overall, children have effective support to build secure foundations for future learning.

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Inclusion Expected standard

Leaders and staff generally have secure systems in place to identify when children may need additional support for their learning. They put plans in place to close any gaps in children's development. For instance, when children need support to develop a wider vocabulary, staff help children to hear new words. They place a focus on supporting children to learn the names of objects as they play. These adaptations help children to make links to what objects are called.

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Inclusion Expected standard

Staff typically have a robust understanding of the barriers that children can face to their learning. They readily put plans in place to minimise these for children. For example, staff know which children need extra encouragement to take part in activities. Staff place great importance in children being physically active and having plenty of time to play freely outdoors. This supports their physical development well.

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Inclusion Expected standard

Leaders make effective use of additional funding to support children's individual needs. For instance, they buy activities to support children's listening skills and physical development further. These activities help to support children to learn skills for future learning.

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Children's welfare and wellbeing Needs attention

The key-person system is not fully embedded at the setting. When children first start, there is no familiar adult to support their emotional wellbeing. Parents and carers do not know who cares for their child during the first weeks. This does not help staff to build trust or partnerships with parents. Staff do not ensure there is continuity of care for children when they are settling in. However, most children form bonds with all staff. After a period of time, children are given a key person to support their sense of belonging. Typically, children develop effective bonds with their named key persons.

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Children's welfare and wellbeing Needs attention

Children's welfare is generally supported adequately. For instance, staff understand the importance of teaching children to eat safely. They remind children to sit facing forwards when eating. Staff help children to learn about making healthy choices, such as at snack time. Leaders support parents to follow guidelines about supplying nutritious meals. Staff help children to learn about their personal safety. For instance, when building towers with blocks, staff help children to understand what is high enough. They support children to learn about the dangers from falling blocks and keeping a safe space around themselves. Overall, despite a weakness in the key-person system, staff understand how to promote children's safety effectively.

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Leadership and governance Needs attention

Leaders have not recognised the importance of a secure key-person system. They have not ensured that all children have the best start at the setting through building bonds with a familiar adult. Additionally, leaders and staff do not identify that parents and carers need a familiar key person to support continuity of care for children. However, all staff build bonds with all children and their families. They welcome everyone to the setting warmly. This helps all families to feel included.

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Leadership and governance Needs attention

Generally, leaders have an understanding of the strengths of the setting. They know what works well and have plans in place to support further improvements. For instance, leaders offer children many meaningful experiences at the setting that they may not get at home. They understand that, at times, teaching is not fully effective and have plans in place to develop this further.

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Leadership and governance Needs attention

Leaders have effective systems in place to support staff wellbeing. Staff report they have opportunities for professional development, increasing their skills and knowledge. This helps them to feel confident in their roles.

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

There is not a secure key-person system in place when children first start at the setting. This means that children do not benefit from a familiar adult to help them settle in. Children do not have effective support that promotes their sense of belonging. That said, children and their families receive a warm greeting when they arrive at the setting. Children generally show they feel secure in the staff's care. They confidently separate from their parents and carers. Children typically approach staff when they need comfort or reassurance.

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

Children are eager to explore the resources and activities that staff provide to support their learning. They learn to be curious and demonstrate they enjoy their time at the setting. Children develop positive relationships with each other as they play together. They laugh with delight as they play, such as when in the role-play area. All children have many opportunities to experience a wide range of activities. For instance, they confidently construct with blocks. Children develop a 'can-do' attitude as they keep on trying to balance objects, exploring different shapes and patterns. They play cooperatively and learn to communicate their ideas. Children learn a range of skills to support their future learning. For example, children readily make choices about where to play and what to play with. They are independent and confident as they play and learn.

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Address:

Dungaroos Preschool Garbett Road Winchester SO23 0NY Children generally show positive attitudes to their learning. They listen to what staff say and follow instructions. Children who face barriers to their learning receive effective support to help them make progress. Children's attendance is promoted by staff. This helps all children to benefit from the learning opportunities that staff provide for them.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following action by the assigned date:

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Action Completion Date

ensure there is an effective key-person system in place for all children to support their emotional wellbeing, sense of belonging and to build partnerships with parents and carers 05/10/2026

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About this inspection

The inspector spoke with children, leaders, staff and parents and carers 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Dungaroos Winchester Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:30 - 16:00,Friday : 08:30 - 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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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

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

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