Dungaroos Winchester Ltd

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.