Kindred Bournemouth

Kindred Bournemouth
Unique reference number (URN): EY463516
Address: 9-11 Kinson Road, BOURNEMOUTH, BH10 4AQ
Type: Childcare on non-domestic premises
Registered with Ofsted: 31/05/2013
Registers: EYR, CCR, VCR
Registered person: Kindred Education (Bournemouth) LLP
Inspection report: 9 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 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.
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.
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.
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.
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 enjoy their learning in this warm and friendly setting. They develop close
relationships with staff and peers alike. For instance, babies seek out familiar staff members
for reassurance when needed. They smile and gaze at staff. They often giggle, such as
when staff help them to blow bubbles and they watch them pop. Children grow in
confidence. From their time in the baby room, staff encourage children to explore and
experiment. For example, they try to make different marks on paper, and staff praise their
efforts. Older children draw staff into their play, readily communicating their ideas. They task
staff to take on roles, such as making them the 'pupil' while they become the 'chef' and
'teacher'. These interactions build their communication skills and their understanding of the
world around them. Children access a broad variety of resources and activities. They
develop a real love of books. Children regularly choose to spend time with a book. They
explore them independently and share them with staff.
Children are well prepared for their next steps in learning. They develop their ability to
independently meet their own needs. For instance, pre-school children collect their own
cutlery for lunch, and older babies collect their own bags to get changed. They develop their
physical skills as they experiment with moving in different ways in the 3 garden areas. For
example, staff throw beanbags, which they run and jump to catch. Children balance along
wooden beams and tyre obstacle courses.
Children learn to attend routinely. Leaders ensure that they work with families to develop an
understanding of the importance of regular attendance. Leaders ensure that families are
well included in the work of the setting. For instance, they are invited to school readiness
information events. They are encouraged to share photos and interests from home on their
communication platform.

Inspector:
Alanda Phillips
About this setting
Unique reference number (URN): EY463516
Address:
9-11 Kinson Road
BOURNEMOUTH
BH10 4AQ
Type: Childcare on non-domestic premises
Registration date: 31/05/2013
Registered person: Kindred Education (Bournemouth) LLP
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Bournemouth, Christchurch & Poole
Next steps
Leaders should ensure that staff retain clear oversight of all children when working in a
focused manner with small groups so that incidents of poor behaviour are not overlooked.
Leaders should ensure that staff are consistently clear about their expectations and the
routines required, especially during periods of change in the day.
Leaders should ensure that all staff have a comprehensive understanding of what children
know and what they need to learn next so that they can use every interaction as an
opportunity for teaching and learning.
About this inspection
The inspector spoke with leaders, staff, children and parents 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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 9 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
97
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.

The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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