Dingley's Promise Poole

Inclusion: Strong standard

Children's individual needs are exceptionally well identified and supported in this setting. Leaders ensure that each child receives a fully adapted, highly supported programme to transition into the setting. This tailored approach continues consistently throughout the setting. Leaders adapt support constantly and proceed slowly to ensure that every step is successful and meets each child's exact needs. Leaders and staff work extensively with families to ensure that they have a full knowledge of each child. They meet with families extremely regularly to review provision. They meticulously explore all potential barriers to learning. For example, they work with families to gently ensure that their children are exposed to a wider range of foods. This means that children learn to eat a wider diet. This enables them to grow and develop appropriately.

Leaders have an extremely clear oversight of provision for children who are known to children's social care. They ensure that they anticipate and support every possible need. For instance, they offer equipment such as seasonal shoes freely to any family that may need them. Leaders view their work as providing a 'stepping stone' placement. They support and prepare children to transition into future settings and schools. They are continually focused on support and preparation for each child's future. Staff are meticulous in assessing each child's progress. They use their accredited assessment toolkit. The use of this toolkit enables them to recognise and celebrate even the smallest steps of progress.

Curriculum and teaching: Strong standard

Leaders have designed a very clear and cohesive curriculum. It is well understood by all staff. Leaders continually reflect on the quality of the offering and add to it. For example, staff provide new interesting offerings to spark children's interests, such as fresh flowers and paint. Staff then ensure that each interaction is meticulously tailored to meet children's individual next steps. Staff are highly skilled, and interactions are of a consistently high quality.

Staff consistently focus on supporting each child's emerging communication skills, at their own level. For example, children can use communication mats, visual clues and single words according to their level of need. Staff demonstrate complete understanding of exactly where each child's communication level is. They adapt their approach to skilfully move this forward. For instance, some children start at the setting with no verbal skills. In some cases, within a few short weeks, they begin to express their own needs and feelings. Leaders are passionate about there being 'no ceiling' to what every child can achieve here.

Staff expertly develop mathematical understanding at each child's individual level. For instance, children talk about their age and experiences of receiving presents. This develops their understanding of the passing of time and number. Leaders ensure that all teaching is fully adapted to meet children's individual needs. They consistently adopt a 'one size suits one' approach. This means that every child receives exactly the support that they need in order to make the best possible progress.

Achievement: Strong standard

Children develop the core skills that they need in order to go on and thrive in future settings during their time here. They begin to explore and engage in the environment. They learn to interact alongside others and sometimes with others. Children, including disadvantaged children, make extraordinary progress from their starting points. For example, they move quickly from finding times of change very challenging to managing them with some ease. They learn to use consistent calming strategies.

Children are extremely well prepared for future changes. They learn how to work alongside others. They start to follow their interests and sustain attention. Children grow in confidence during their time in the setting. They form strong bonds with familiar and consistent staff. From this foundation, they become increasingly able to explore and take risks. For example, they experiment with new textures in play, mixing sand and water. These skills enable them to move on to future settings with security.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have created a deeply respectful environment. Behaviour management is consistently adapted to suitably meet children's needs. Staff support children with such expertise that they all understand the expectations. For example, when children spray water in the garden, they deliberately move to avoid spraying staff. Children understand where the boundaries are. Each and every interaction is carefully adapted to children's level of understanding.

Staff develop extremely effective relationships with children. These are steadily and meticulously crafted, with changes very carefully managed. For example, when moving to a new key person, staff will take a month to build a bond. They move from gradual play alongside a child to a point where they can engage in direct play with them. Staff support children to develop their ability to play alongside other children. For some, this is playing near others, and, for others, staff skilfully help them to play with others. For instance, staff use the language of sharing and timers to develop an understanding of turn taking.

Leaders carefully monitor attendance and support families to enable regular attendance. They anticipate possible barriers, such as changing sessions to meet parents' changing work needs. They consistently promote the importance of regular attendance.

Children's welfare and wellbeing: Strong standard

Children are extremely well known in this setting, and, as such, their care needs are flawlessly met. For example, children are able to join meals when it works for them, taking regular breaks. This approach enables children to increase their confidence with food and reduces fear, so they try new foods. Leaders and staff have a full and comprehensive knowledge of every child and the unique barriers that they may face. This deep knowledge supports staff in adapting every interaction. For instance, when children struggle to settle into a session, staff use their clear knowledge of each child. They provide their favourite things to engage children in play. This helps them to settle and regulate their emotions.

Staff help children to develop their understanding of their own safety. For example, they encourage children to move away from the door when staff approach. Staff skilfully acknowledge and name children's emotions so that they can develop an understanding of them. For example, they notice immediately when children start to become unsettled. They acknowledge how they feel and move alongside them to a calmer space. All staff have a meticulous knowledge of children's care needs, such as their sleep schedules. They support this skilfully in the setting. They also work extensively to support families at home. For example, they help parents to identify when and how to start potty training.

Leadership and governance: Strong standard

Leaders have an extremely clear understanding of their setting. They skilfully identify areas for improvement and effect rapid change. Leaders' recent focus on strengthening staff practice in supporting children through change has ensured that this is now consistently effective and responsive to children's needs. Leaders highly prioritise staff wellbeing and provide ongoing support. Staff feel very well supported and listened to. They value the wider support from the company, such as with its wellbeing support number. Leaders ensure that staff continually develop and sustain a high level of skill that strengthens children's experiences. Staff benefit from a regular programme of training and powerful peer mentoring, observation and support. Leaders' consistent focus on staff skill has made teaching highly impactful across the setting. All staff feel that they are able to share feedback, and they are all dedicated to the ongoing development of their centre. For example, staff develop fundraising campaigns to raise funds for the centre and its work.

Leaders and staff engage extraordinarily well with parents and families. With the support of their family support workers and wider community work, they reach out to ensure that all potential children who may benefit are able to access the centre and engage in its offering. They are constantly considering how to further their reach and make a greater impact. They support the families of children in their care in every possible way. For example, they provide a community cupboard full of resources to take home, conduct home visits and lead parent support sessions. Parents consistently report that they feel extremely well supported by the setting. They value the high level of support that they are able to access for any parenting challenges that they may face.