Bournemouth Day Nursery

What is it like to attend this early years setting?

Children arrive happily, and staff, who know them very well, greet them warmly. Staff gather information from parents about each child's interests, home environment and developmental stage when they start attending. They build strong bonds with children and offer warm, sensitive and caring interactions.

The curriculum is focused on developing children's communication, social and physical skills and prepares children for later learning in school. Staff identify appropriate next steps for all children and support their learning and development well. The nursery is well organised so that children can enjoy a wide variety of experiences and learning opportunities each day. For example, staff consider the experiences children gain at home and expand and strengthen these even further.

Consistent and clear expectations guide children's good behaviour. When occasional unwanted behaviour occurs, staff respond with patience and redirect them. Throughout the nursery, children follow staff's positive role modelling and show respect for others. They encourage their friends to join in and learn to take turns. Staff readily praise children's efforts and achievements, which helps boost children's self-esteem and confidence.

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

• Since the last inspection, the nursery has taken effective action to address the areas identified for improvement. They have worked closely with local authority advisers to drive progress. All staff have received training to help them understand their roles and responsibilities in keeping children safe. As a result, risk assessment and safeguarding are now robust in daily practice, and the premises are safe and secure.
• Children develop good communication and language skills. Staff enjoy reading stories chosen by the children, and this helps children to develop a love of books. Children enjoy group time together and become excited as they sing songs linked to actions. Staff introduce lots of new words and ask children many questions to build their range of vocabulary. However, they do not consistently provide children with the time required to answer with their own suggestions or ideas to build on their learning further.
• Children benefit from activities and learning experiences that enhance their knowledge and skills. However, sometimes, staff do not fully consider what younger children need to know next or tailor teaching to help them make the progress they are capable of. For example, children happily fill and empty containers with water. However, staff do not use this experience to teach children new skills or to extend the learning further to support their next steps of development.
• Mathematics is consistently embedded in children's activities. Staff provide play-based experiences to encourage children to expand their mathematical vocabulary. For example, pre-school children count one another as they pretend to be frogs jumping into a pond. During this role play, staff introduce simple subtraction, enhancing the children's understanding of early mathematical concepts.
• Staff prioritise supporting children's independence and encourage children to try to do things for themselves. They provide opportunities in daily routines for children to practise this. For example, staff teach toddlers how to blow their noses and the importance of disposing of tissues and washing their hands afterwards. Babies learn to feed themselves and explore different toys following their own interests. Older children serve themselves during lunchtimes and support at tidy-up time. These opportunities help children build a sense of independence and responsibility.
• Parents speak highly of the nursery. They say their children make good progress in their learning. Staff share children's development daily with parents and provide them with ideas they can use at home to develop children's learning further. For example, staff send home activities that parents can replicate. Parents feel they are well supported to continue their child's learning at home.

What the setting must and should do next

The provider should:

• support staff to consider what children need to know next in their learning and tailor their teaching so all children make the progress they are capable of
• support staff to give children the time they need when answering questions to fully promote their communication and critical thinking skills.