Wimborne Kindergarten

What is it like to attend this early years setting?

Children arrive excited and confident, ready to start their day. They choose their favourite resources to play with while staff engage with them by playing alongside, guiding and challenging their thinking skills. For instance, children choose to build towers using tricky curved blocks, testing their construction abilities. Staff encourage them to keep going as their tower wobbles. Children persevere, reassuring themselves by saying, 'it's OK,' as they carefully extend the height of their building.

The curriculum is ambitious for all children. Staff use their understanding of each child's abilities to support their development through playful learning, helping children to learn the skills they need to grow. For example, staff engage children in fun counting songs using visual prompts and lots of enthusiasm while singing the song 'Monkeys in a Tree'. Children learn to count, listen and recall lyrics while maintaining their concentration for extended periods.

Children are happy and content. Staff comfort them when they become upset and help them to understand their feelings. Children settle quickly and support each other, patiently waiting for each other as they wash their hands before lunchtime. During mealtimes, children initiate conversations with each other while staff gently encourage quieter children to join in.

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

• The provider has created an ambitious curriculum that fosters independence and curiosity in children. This empowers them to initiate their own learning and to take responsibility for their own belongings. From the moment they arrive, children demonstrate independence by confidently hanging up their coats on their name-labelled pegs. They choose resources they enjoy, while staff actively support them in acquiring the necessary skills and knowledge for development. Staff support children to have good focus and engagement in their playful learning.
• The provider effectively evaluates the provision, identifying areas of good practice and areas for improvement. Staff are supported in understanding and implementing the curriculum through training. Although staff are knowledgeable about children's development, they sometimes do not consistently apply this knowledge to teach effectively. For example, when reading stories to children, staff occasionally rush through the text without checking children's understanding of the plot. As a result, children sometimes lose focus and do not fully grasp the story.
• The provider ensures children learn and develop over time by closely monitoring and accurately assessing their progress. They identify gaps in learning and engagement, supporting children with simple, purposeful activities tailored to their needs. For example, children practice cutting skills and develop increasing precision as they contribute to collective autumnal artwork. Children stay well engaged and steadily acquire the skills needed to make progress. However, staff sometimes lack focus when providing the targeted support that some children with special educational needs and/or disabilities (SEND) need to make rapid progress to close gaps in their learning.
• Children demonstrate good behaviour. Staff guide them with clear and high expectations through well-established routines. While children play, staff ring a bell from the carpet area. Immediately, children smile, put down their toys and quickly gather on the carpet without further instruction. They know the routine, understand the expectations and feel excited in anticipation for what they will learn during carpet time.
• Children demonstrate independence and take their responsibilities seriously. At snack time, they help themselves to fresh fruit and vegetables using tongs. They politely ask each other to pass food they cannot reach and listen attentively, helping each other as needed. After finishing their snacks, children remember to wash up independently. Staff remain well deployed and readily available to support children whenever needed.
• The provider has developed good partnerships with parents. They regularly communicate their child's successes and work with parents if they have any concerns. They support parents in encouraging their children to eat more adventurously. Because of this, parents have introduced new foods at home, encouraged by their child's willingness to try different foods.

What the setting must and should do next

The provider should:

• enhance the use of training and support for staff so they consistently provide children with high-quality teaching and learning
• strengthen staff's focus on the targeted support that children with SEND need to make rapid progress.