Kindred Bournemouth

Inclusion: Expected standard

Leaders ensure that children's needs are typically well identified and addressed. Staff complete baseline assessments after each child's first 6 weeks of attendance. They use this knowledge to explore potential barriers to learning and to take suitable action. For example, they put in place individual plans with clear targets, which they review and adapt regularly. Leaders generally monitor this progress well. They take further steps where necessary, such as involving external services such as a home-visiting educational service for pre-school children with special educational needs and/or disabilities (SEND) or speech and language therapists. Staff typically support children with SEND or with other barriers to learning well. Generally, staff understand their needs and adapt their interactions accordingly. For example, they use key words and repetition to support children with communication needs.

Leaders make effective use of additional funding to support children who experience disadvantage. For instance, they add exciting garden equipment to the outdoor area to benefit those who do not have a garden at home. Leaders have a clear oversight of the provision for children who are known or previously known to children's social care. They monitor children's progress and attendance closely and take swift action if their support needs to change.

Curriculum and teaching: Expected standard

Leaders have ensured that there is a clear and cohesive curriculum in place. This is generally well understood by staff. Staff are typically purposeful in supporting the development of children's communication. For instance, they add extra words to simple sentences to encourage older babies to expand their vocabularies. Staff use songs and rhymes to build children's communication skills. By the time they enter pre-school, children sing familiar songs independently.

Leaders have ensured that mathematical learning is well embedded throughout the curriculum. In all rooms, staff typically exploit opportunities to explore and develop mathematical understanding. For example, toddlers count bubbles as they pop. Older children work to recognise and rub out numerals on white boards. Staff prioritise children's physical development. Babies learn to climb and control their bodies on climbing equipment. Older children develop their muscles and stamina on pedal bikes.

Typically, staff know the children well and adapt their teaching to meet children's needs, including the adaptations needed for children with special educational needs and/or disabilities. However, not all staff are consistently clear about what children already know and what they need to learn next. This means that they do not always tailor their teaching to suit children's ages and stages of development.

Achievement: Expected standard

Children make good progress from their starting points, including those who have special educational needs and/or disabilities or who are disadvantaged. They grow in confidence as they move through the setting. They confidently explore their environment in the baby room, and older children share their thoughts and ideas with staff. Generally, they become effective communicators and use some adventurous language. For instance, children describe animals in books as 'curious creatures'.

Children become independent and able to lead their own learning. They typically sustain attention and concentrate on their self-chosen activities. They keep trying in the face of challenges. For example, they add more glue and try again when trying to stick lolly sticks to shapes. Children are generally well prepared for their next stage of learning, including school. For example, they learn to wash their hands independently before they move into pre-school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a positive environment in which children typically behave well. Staff build very effective relationships with children. Relationships are warm and friendly. Smiles and giggles are part of everyday interactions. Children learn to collaborate effectively with each other. For instance, they complete jigsaw puzzles together. When children do struggle to share resources, staff typically support them. They help them to work out solutions for themselves, such as by taking turns. Staff normally adjust their interactions with children according to their ages and stages of development. For example, they encourage older children to scrape their own plates after lunch, while younger ones have theirs scraped for them. Leaders promote the importance of regular attendance. Where they identify potential barriers, they support families. For instance, they change session patterns to ensure that children can attend well.

At times, staff work intently with small groups of children, and they overlook incidents of poor behaviour nearby. This means that staff are not always consistent in setting expectations. Similarly, during periods of change, such as when coming in from outside, staff are not always clear enough about what they expect children to do. This means that children lose focus and routines are less effective.

Children's welfare and wellbeing: Expected standard

Leaders ensure that staff typically meet children's care needs effectively. For instance, babies get cleaned up promptly after making their own play dough. Children are supported with toileting, and staff work closely to help families understand when and how to potty train. Children enjoy responsive relationships with staff. Babies settle in to their day quickly and separate from parents with growing ease. They smile with joy at familiar staff. Older children delight in the praise that they generally receive from staff and beam with pride when they achieve things.

Children learn to keep themselves safe. For instance, a recent road safety visit was arranged to teach all children how to cross the road safely. Staff help children to understand their emotions and to name what they are feeling. For example, they draw faces in chalk and talk about times in which they have felt happy and sad. Staff generally have a clear understanding of children's sleeping and weaning routines. They speak regularly with parents to ensure that this knowledge is continually updated. Staff typically ensure that children eat well. Children benefit from a broad and varied menu that introduces them to new flavours and textures. Staff discuss healthy food choices with children. Children sleep safely in darkened rooms on comfortable mats. Staff are attentive and check them frequently.

Leadership and governance: Expected standard

There have been recent changes to leadership in the setting. These have been well managed. Leaders have a clear oversight of the setting and its ongoing journey of continuous improvement. Leaders have a comprehensive action plan in place. They are taking suitable action to ensure that practice across the setting continues to become consistent. For example, they have recently focused on ensuring that relationships are really effective for all children. This has resulted in consistent practice in this area. Leaders make decisions that are always in the best interests of the children. For instance, they know that routines are not always managed smoothly and are working to improve this.

Staff feel really well supported in the setting. They appreciate how leaders look out for their wellbeing. They put changes in place to support them when needed. For instance, they split lunch breaks so that staff can have 2 short breaks in the day. Staff benefit from regular training and development. They enjoy the opportunity to learn from peers across the nursery and also in linked settings. Parents are typically positive about the setting. They value how accommodating leaders are when they need to make changes to sessions and report that they receive regular communication. They say that their children learn to eat healthily as they try new and adventurous foods at nursery.