Kindred Bournemouth

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are confident to come into the welcoming nursery where staff greet them warmly and support them into activities of their choice. Key persons know their children particularly well and are able to recognise when they need reassurance, and as a result, all children show good levels of confidence.

Children's behaviour is good. They show consideration to others and cooperate well. For example, pre-school children wait patiently for their friends to finish measuring objects before they can use the tape measure.

Staff deliver an interesting curriculum that takes into account children's individual needs and interests.... Staff are clear about what the children need to learn next and ensure their interaction and teaching support this. For example, when staff find a worm, they encourage the older children to notice its features and measure it to learn about size.

Staff encourage them to make their own worms from dough. Children show great excitement and use their language well to express themselves. Babies explore water by tipping and pouring using a variety of resources.

They watch with wonder when staff spin a metal ball in the water. With good staff input, toddlers are beginning to compare size and weight and recognise which cake is the heaviest as they make birthday cakes in their role play.Staff build good relationships with parents.

They communicate in a variety of ways to ensure that parents are well informed about their child's progress and how they can support them at home.

What does the early years setting do well and what does it need to do better?

The new management team has worked hard since the last inspection to make sure that children's individual needs are met and they make good progress in their learning. Staff have benefited from targeted training that has increased their knowledge and skills in supporting and meeting children's care and sleeping needs.

Staff are clear on how to manage children's behaviour and safeguarding matters. In addition, management brings in experienced staff from their sister setting twice a week to role model good practice and raise standards. As a result, the staff team has more confidence and implements an effective curriculum.

Children with special educational needs and/or disabilities are well supported. The special educational needs coordinator is very knowledgeable and supportive of parents and staff. She works with different specialists to make sure she is fully informed of the children's individual needs.

As a result, children make good progress.Staff place a high emphasis on communication, language and personal, social and emotional development to make sure children have these as secure foundations for learning. Staff use a variety of ways to communicate.

Staff support children as they talk with them during their play and when they are reading stories and singing familiar rhymes. With younger children, they use pictorial cards and signing. This enables even the youngest children to express their needs.

Staff have improved the curriculum and the way they interact with children, developing more purposeful learning opportunities. For example, children explore paint and creative materials, which they choose to develop their own ideas. Toddlers listen to stories and explore how the characters feel.

Staff introduce new words such as 'spiky' as children use their senses to explore a range of different-sized pumpkins. This builds on their vocabulary. However, on occasions, staff are focused on the activity they are providing and do not notice when some children need additional help to join in, to increase their engagement and learning.

Children's behaviour has greatly improved since the last inspection. Staff teach them to value and respect each other through turn-taking games and a clear explanation of why some behaviour is unacceptable. Children cooperate very well with one another.

For example, they work together to rebuild a tower of bricks when it topples over.Babies have particularly strong attachments with the staff caring for them. Staff follow respectful care practices to help the babies feel safe and secure.

Babies are confident in exploring their environment and seek comfort and cuddles when needed. Older babies show high levels of confidence. For example, they climb into a tray and splash in the water, squealing with delight as they enjoy the experience.

Staff make good use of the outside areas to provide different learning opportunities for the children. Pre-school and toddler children skilfully climb equipment and practise their balancing. They master the skill of peddling tricycles and negotiate pathways.

However, at times, when the toddlers and pre-school children use the garden together, it can become very busy. As a result, some children lose concentration and do not have the space to develop their play and fully try out their ideas.

Safeguarding

The arrangements for safeguarding are effective.

Management and staff have undertaken a lot of training on all areas of safeguarding. Management has tightened its induction procedures to make sure every member of staff has a good understanding of their role and responsibility from the outset. Staff undertake risk assessments daily to ensure the environment is safe and secure for all ages.

Children learn how to use equipment safely, and staff are positive role models to help children learn how to stay safe. For example, they demonstrate how to use scissors safely and the climbing equipment in the garden.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop a more consistent approach to support all children to join in the activities to increase their engagement and learning opportunities review arrangements for the garden to make sure that during busy times, children have the space to play.