← Ofsted Nursery Tracker

Kindred Winterbourne Earls

URN EY397174 · Inspected 2026-06-04 · Published 2026-07-20 · Inspector: Alanda Phillips

Safeguarding met Childcare on Non-Domestic Premises, Full day care source PDF ↗ provider page on ofsted.gov.uk ↗

Grades by area

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.

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.

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.

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.

What it's like to be a child at this setting

Children really enjoy their learning in this caring and friendly setting. Children benefit from participation in a range of extra-curricular activities, such as music sessions, physical education and fitness, yoga and French. These broad and varied experiences help children to grow in confidence and to learn ever more about the world around them. Children develop their imaginations and creativity. For example, they use soft-play blocks to create their own vehicles. Children learn together and build effective friendships. For example, they work together to use model bricks to build large structures, moving pieces together. Children enjoy really warm and positive relationships with staff, particularly in the baby room. Babies squeal with excitement when they see their favourite staff. Children readily seek out staff for support and enjoy reassuring contact with their familiar key persons. Families are encouraged to be actively involved in the setting. For instance, they are invited to attend sessions to learn about the transition to school and watch their children participate in 'sports day'. Children are safe and happy. They grow in curiosity and explore in the large garden area. For example, they laugh as they experiment with water play and chat with enthusiasm to staff as they hunt for a toy monkey. They develop their ability to concentrate and channel their attention as they engage in a wide variety of experiences. For instance, they watch with fascination as staff demonstrate how to change the nappy on a baby doll. They wave flags and shake their instruments with excitement as they join in with music sessions. Typically, children behave well and learn to follow the routines and expectations of the setting. Children enjoy coming to nursery, and leaders encourage them to attend regularly.

Next steps

Leaders should ensure that all staff have a good knowledge of all children so that they can consistently tailor teaching to meet children's individual age and stage of development. Leaders should ensure that staff are deployed and used effectively to support and extend children's learning. Leaders should ensure that staff maintain consistent expectations for behaviour and always explain to children why behaviour needs to be changed.

About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection. We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

About this setting

URN
EY397174
Address
Bourne Valley Nursery School Winterbourne Earls SALISBURY SP4 6HA
Type
Childcare on Non-Domestic Premises, Full day care
Registration date
03/07/2009
Registered person
Kindred Education (Wiltshire) Limited
Register(s)
EYR, CCR, VCR
Operating hours
Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority
Wiltshire

Facts and figures

Age range at inspection
0 to 4
Total places
117

Data from 4 June 2026

Raw extracted PDF text 
Kindred Winterbourne Earls
Unique reference number (URN): EY397174
Address: Bourne Valley Nursery School, Winterbourne Earls, SALISBURY, SP4 6HA
Type: Childcare on non-domestic premises
Registered with Ofsted: 03/07/2009
Registers: EYR, CCR, VCR
Registered person: Kindred Education (Wiltshire) Limited
Inspection report: 4 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Expected standard
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.
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.
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.
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.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met

Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children really enjoy their learning in this caring and friendly setting. Children benefit from
participation in a range of extra-curricular activities, such as music sessions, physical
education and fitness, yoga and French. These broad and varied experiences help children
to grow in confidence and to learn ever more about the world around them. Children develop
their imaginations and creativity. For example, they use soft-play blocks to create their own
vehicles.
Children learn together and build effective friendships. For example, they work together to
use model bricks to build large structures, moving pieces together. Children enjoy really
warm and positive relationships with staff, particularly in the baby room. Babies squeal with
excitement when they see their favourite staff. Children readily seek out staff for support and
enjoy reassuring contact with their familiar key persons. Families are encouraged to be
actively involved in the setting. For instance, they are invited to attend sessions to learn
about the transition to school and watch their children participate in 'sports day'.
Children are safe and happy. They grow in curiosity and explore in the large garden area.
For example, they laugh as they experiment with water play and chat with enthusiasm to
staff as they hunt for a toy monkey. They develop their ability to concentrate and channel
their attention as they engage in a wide variety of experiences. For instance, they watch with
fascination as staff demonstrate how to change the nappy on a baby doll. They wave flags
and shake their instruments with excitement as they join in with music sessions. Typically,
children behave well and learn to follow the routines and expectations of the setting.
Children enjoy coming to nursery, and leaders encourage them to attend regularly.

Inspector:
Alanda Phillips
About this setting
Unique reference number (URN): EY397174
Address:
Bourne Valley Nursery School
Winterbourne Earls
SALISBURY
SP4 6HA
Type: Childcare on non-domestic premises
Registration date: 03/07/2009
Registered person: Kindred Education (Wiltshire) Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Next steps
Leaders should ensure that all staff have a good knowledge of all children so that they
can consistently tailor teaching to meet children's individual age and stage of
development.
Leaders should ensure that staff are deployed and used effectively to support and extend
children's learning.
Leaders should ensure that staff maintain consistent expectations for behaviour and
always explain to children why behaviour needs to be changed.
About this inspection
The inspector spoke with leaders, staff, parents and children during the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.

Local authority: Wiltshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 4 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
117
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.

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