Kindred Winterbourne Earls

Inclusion: Expected standard

Leaders create a caring and inclusive atmosphere. Children's individual needs are well identified and assessed. Staff typically collect detailed information about children before they start at the setting. Children with special educational needs and/or disabilities are normally well supported. Leaders and staff work closely with parents. Staff generally use this knowledge to ensure that they provide what each child needs as early as possible. Leaders and staff usually take prompt action when potential barriers to learning are identified. For example, they include key words from other languages for bilingual children to help them settle in quickly and feel at home.

Leaders use funding effectively to support children's needs. For instance, they provide specific resources to support children in maintaining attention throughout the week. Leaders seek out support from specialist agencies where needed, such as physiotherapists. They work closely with specialist schools when children are transitioning to these. They review children's progress regularly and change the methods they use to support each child accordingly. For instance, they provide sound buttons to help children to share their needs. Leaders generally have a clear oversight of children known, or previously known, to children's social care. They ensure that all staff are aware of suitable information to oversee their progress.

Curriculum and teaching: Expected standard

Leaders have a clear oversight of the curriculum. They have recently made considerable changes to bring about improvement. Typically, staff work to support children's communication development. Most staff ask questions to encourage children to share their ideas. For example, they discuss different ways in which cars can run and ask children to share their knowledge. They use different approaches to communication for younger children, such as sound buttons and Makaton. Mathematical development is generally woven into the curriculum. For instance, children count dinosaurs. They guess and show quantities on their fingers when staff hide them and reveal different quantities. Staff typically place a high emphasis on the development of physical skills. Children learn to move in different ways and control their bodies. For instance, they learn to balance an egg on a spoon and navigate around obstacles. Babies learn to pull themselves up on furniture and are encouraged to walk to toys that are placed away from them.

Typically, staff have a clear oversight of children's abilities and their next steps in learning. However, this is not yet consistent. At times, some staff do not know what children can do and need to learn next, so their teaching is not effectively tailored. Similarly, at times, staff lead groups that are too large, and not all children are able to fully access the learning at the right level.

Achievement: Expected standard

Children typically make good progress from their starting points across the curriculum. Their communication skills develop well. Babies babble as they look at books and start to name animals and repeat sounds. Older children discuss things enthusiastically with staff and each other. Children's independence develops steadily as they engage in increasingly meeting their own needs. For example, they learn to change their own clothes for their physical education sessions. This independence prepares them well for school. Toddlers start to pour their own water to drink, and older children collect their own cutlery for lunch.

Generally, children grow in confidence. For instance, they sing parts of songs to an audience. Children are well prepared for their next stage of learning, including school. For example, they spend time settling in new rooms before they move. They move in groups so that they have familiar faces with them.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have recently established a positive environment in which staff and children typically understand the expectations for behaviour. For example, children line up together before leaving a room, waiting for staff. Children usually know what is expected of them and behave well. Generally, staff consider children's ages and stages of development in their interactions. They adjust their approach to ensure that children understand, which is inclusive.

Children enjoy positive relationships with staff. They also learn to collaborate well and get along with each other. For instance, they take turns when throwing coloured flashing balls and share them with each other. They pass lunch dishes on to their peers and thank each other. Children develop a positive attitude to learning. They listen to staff and concentrate. For example, older children sit in a circle and listen to each other share thoughts respectfully. Leaders promote good attendance. They support families in understanding that punctuality and regular attendance is helpful. For example, they work to change sessions to ensure that parents are able to bring their children in.

Staff generally act swiftly when there are incidents of poor behaviour, but this is not yet consistent. At times, staff overlook children's behaviours or do not explain why behaviour needs to change. This means that children do not always understand how to improve their behaviour.

Children's welfare and wellbeing: Expected standard

Leaders ensure that all children's care needs are typically well met. Staff are attentive to children's varied needs. For instance, they notice quickly when children need to wipe their noses. Generally, staff encourage them to identify their own needs, such as working out when they are cold and need to get a jumper. Staff generally build really secure and responsive relationships with children, especially in the baby room. Leaders carefully match children with the staff they feel closest bonds with. Babies seek out their familiar adults for reassurance when needed and explore their environment from this safe base.

Children are typically well supported to develop an understanding of their own emotions. For instance, they use emotion cards to learn to identify and name their feelings. Children learn to keep themselves safe. For example, in the baby room, babies move themselves when they might slip, and staff praise their safe choices. Mealtimes are social occasions. Children develop healthy habits as they serve their own lunch. Staff use songs to remind children of manners and to reinforce healthy lifestyle habits. Children join in with these enthusiastically. Children sleep safely and are monitored by attentive staff. Staff generally have a clear oversight of children's weaning stages. They provide food that is carefully tailored to meet their appropriate stage.

Leadership and governance: Expected standard

There have been recent changes to leadership in the setting, and these have led to rapid improvement. Leaders have a clear action plan to continue this progress. They have a sound knowledge of their local community and the context of the setting. They are aware of the need to establish greater consistency in teaching practice and behaviour management across the setting. They are beginning to establish a culture in which all staff receive the feedback that they need to continually improve.

Leaders act in the best interests of all children. They generally have a clear oversight of those children who are disadvantaged or who have special educational needs and/or disabilities. Leaders benefit from effective support and oversight from the wider company. For instance, they hold regular quality audits and share learning from incidents at other sites. Staff typically feel really well supported in this setting. They value the regular opportunities that they now get to learn and develop. Staff feel that their workload is monitored and wider leadership have a clear oversight of the wellbeing of all staff. Leaders prioritise staff wellbeing. For instance, they deliberately ensure that training does not take place at weekends. Parents are positive about the setting. They feel that leaders take swift action to address any concerns that they may have. They value the relationships that they and their children enjoy with staff.