Nipperbout @ BIC and Bournemouth Pavilion

What is it like to attend this early years setting?

Children show good levels of confidence. They build secure relationships with their key person. This gives them the self-confidence to build good bonds with the other staff and children. Although the crèche is often only running for a few days, staff make sure they get good information about the children, including what they know and what they need to learn next. Children respond well to the staff's calm approach; they behave well and show consideration to others. For example, an older child passes a younger child a toy computer and shows them what to do.

Staff provide a rich curriculum that takes into account children's interests. For example, children use their senses to explore different spices and pastas. Staff encourage them to make imaginative pictures with the items. Children go on daily outings in the community to support their understanding of the wider world. For example, they visit the local gardens and beach, and they play ball games and collect shells. Staff set challenges for the children, such as finding wildlife.

There are good procedures for parents to provide information about their children's individual needs and interests. This helps staff to plan and provide activities tailored to the children's individual needs and interests.

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

• Staff use effective teaching methods, such as modelling, explaining and questioning, to extend children's learning. For example, a member of staff demonstrates the actions to songs, and the children join in. They gather information from parents and other settings the children attend to plan relevant learning opportunities. They complete observations and share these with parents and carers, enabling them to continue this at home.
• Staff work hard to create a welcoming environment, taking into account the areas of the building they are using. They work well together as a team and benefit from strong management, who provides support and completes staff briefings prior to the crèche opening. In addition, staff have regular appraisals to identify any training needs, which are then addressed. This ensures that staff are providing the best quality care and education with the resources they have.
• Children behave well. Older children are encouraged to help write the rules in a positive way so that they know and understand the boundaries and expectations. These are displayed, and staff support children to meet them. Young children respond well to the nurturing staff, who support them. For example, an older child did not want to join an activity, so the member of staff suggested they play pool next to the activity. Staff praise children for their achievements, which helps children to develop a sense of belonging.
• Children benefit from healthy and nutritious meals and snacks. All food is prepared onsite and takes into account children's dietary needs. Parents choose what they would like their children to have for lunch and dinner. Mealtimes are very sociable, and staff and children sit together to eat and talk about their day. Children help themselves to water throughout the day. They use paper cups, as they are learning about sustainability.
• There is a good range of equipment for the different ages of children, which covers all areas of learning. The rooms that are used have dividers to separate the various ages of children. In general, this works well. However, occasionally, older children's play is not suitable for very young children. Although there is designated space for them, staff do not always make effective use of this.
• Partnerships with parents and carers are effective. Parents comment that staff gather good information to support their children's learning. The key-person system is good and supports settling-in routines well. Parents state that communication is good, including prior to their children starting at the crèche.
• Children with special educational needs and/or disabilities are well supported. Staff know their individual needs well and provide good support to enable children to participate and feel valued and respected.

What the setting must and should do next

The provider should:

• review how staff use the space for very young children, ensuring their needs are consistently met.