Kindred Winterbourne Earls

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are safe and secure and build strong relationships with staff.

They arrive happily, settle quickly and seek comfort from staff when needed. Parents comment that staff work hard to help them feel 'connected' when their children are at nursery. Children have a can-do attitude and show high levels of concentration and engagement.

For example, they listen intently as staff read stories, and they use pipettes to carefully mix colours.Children are imaginative. They pretend to be firefighters and work together to put the 'fire' out.

Staff are patient and supportive. They encourage children to share their ide...as. Children feel valued and they are confident and independent.

Staff plan exciting activities and use questions skilfully to encourage children to solve problems. For example, children persevere to find a way to make their flowers stand up in their play dough nests.Children behave well, make friends and are kind and caring.

Staff are very good role models and they support children to deal with any disagreements that arise effectively. Children learn to negotiate with others. For example, when they cannot move a bicycle up a hill, they decide that one child will get off and help to pull it up.

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

The curriculum is ambitious and well-structured. It provides children with exciting and meaningful teaching and learning. The manager has a very good knowledge of child development and theories of learning, which she shares with staff.

This helps to ensure the quality of teaching is good and that children achieve their potential.Staff support children's personal, social and emotional development well. Children learn to cooperate with others and are confident to actively explore the nursery.

Staff skilfully support children with special educational needs and/or disabilities (SEND). They adapt the way they communicate to support non-verbal children, for example using visual cues and Makaton. Managers and staff work effectively with parents and other professionals, such as the early years inclusion officers and specialist SEND settings, to ensure all children make good progress.

Effective planning, monitoring and assessment of children's development ensure they are ready for their next stage of education, including school. Any gaps in learning are identified and plans put in place to support children to reach their next steps.Staff extend children's vocabulary and model language well.

For example, older children use words such as 'long' and 'empty' as they fill containers with mud and explore with loose parts. Babies explore confidently and staff narrate their play to help them learn language.There are many opportunities for children to develop their physical skills.

They ably climb, balance and ride bicycles. They learn to take risks, setting up balancing courses with crates and climbing trees. Older children develop their small-muscle skills using pipettes, tweezers, writing tools, digging tools and manipulating play dough with their hands.

Leaders and managers show integrity in their allocation of additional funding. A sensory room has been created and ballet classes with external teachers are delivered every week. This creates a calm space for children with SEND and provides opportunities for all children to express themselves creatively through movement.

Leaders and managers have effective self-evaluation processes and work with staff to continually improve the setting. A working group has been organised to plan and extend the main garden area and to encourage more learning to take place outside. The forest garden is also being developed to include a sensory area.

This will provide additional support for children with SEND.The well-being of staff is a priority for leaders and managers. Staff say that they feel well supported.

There is a robust system for staff development, which includes a thorough induction, regular supervision sessions and yearly appraisals. However, on occasion, some staff do not follow expected procedures in the baby room for children's sleep, and pre-school children do not always receive the support they need to recognise and manage their feelings.Parents speak very highly of the nursery.

They say that they are kept well informed about their children's development and care routines through an online app as well as through meetings and reports.

Safeguarding

The arrangements for safeguarding are effective.Leaders and staff update their safeguarding knowledge regularly.

They have a good understanding of the potential signs and symptoms of abuse, including exposure to extreme views, domestic abuse and possible concerns about the behaviour of a colleague. Staff and leaders know where to report concerns about a child's welfare. Appropriate arrangements are in place to assess the initial and ongoing suitability of staff.

Children with dietary requirements and medical needs are well supported and appropriate measures are in place to deal with emergencies. Staff record accidents effectively and managers monitor these and take effective action to minimise risks.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nensure staff receive appropriate training to manage some inconsistencies in practice.

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