Pavilion Creche @ the ACE Centre

What is it like to attend this early years setting?

Children are happy and settled at the setting. Staff get to know the children and their families well and children show that they have formed secure attachments to the staff. Children develop their confidence as they explore the available resources. Staff supervise children well and children's behaviour is good. Staff praise children often as they recognise their efforts and achievements. With gentle support from staff, toddlers are encouraged to follow guidance and rules that help to keep them safe.

Children experience a language-rich environment, which helps to support their communication skills. Staff spontaneously sing rhymes and songs and children listen to and recognise these, eagerly joining in with the familiar actions. Children enjoy looking at books with staff and independently. Staff highlight items in the picture books and encourage children to make connections, such as pointing to their own toes. They talk to children in a calm manner and explain what will happen next, for example when it is time for a nappy change. Staff support children to learn about good hygiene routines. Children learn to place tissues in the bin, and sanitise their hands, after wiping their own nose. They wash their hands before eating and are encouraged to use a flannel to clean their face when they have finished.

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

• Leaders have established a clear vision and curriculum and know what it is they would like children to achieve during their time at the setting. Staff understand the curriculum, focusing their attention on key areas, particularly communication and language. They talk confidently about where children are in their learning and development. Staff know what they need to do to support children's continuing progress. When they identify gaps in children's learning, they work closely with parents to seek extra help and support to help children catch up with their peers.
• Staff gain relevant information from parents about their children when they first start at the setting. This includes children's home routines, which staff aim to follow as closely as possible to ensure continuity in children's care. Staff ensure that children can rest and sleep when they are tired. Staff communicate effectively with each other. This means that they are fully aware of what they are doing, such as when checking on children to ensure that they are safe when sleeping.
• Children have good opportunities to develop their physical skills. Babies have ample space to practise their early walking skills with the supportive staff. Toddlers are keen to demonstrate their Pilates movements. Outdoors, they build on their skills and navigate the space with confidence. Children build towers with large blocks, throw balls, and climb on the cube and up the steps of the slide.
• Staff regularly reflect on the environment to ensure that the space available meets children's needs. They provide suitable activities to ensure that children make good progress in readiness for the next stage in their education. Staff join in with children's play, helping them to find toys that interest them. However, they sometimes take on a more supervisory role rather than one of consistently promoting children's learning at every opportunity.
• Parents speak very highly of the setting. They appreciate the good levels of communication they receive from staff, through daily discussions and information sheets, that keeps them fully informed about their children. Parents explain that they return to the setting when their older children have new siblings. They comment that their children enjoy attending the setting.
• Leaders regularly monitor staff performance. They spend time in the rooms and provide staff with opportunities to reflect on their practice. Staff discuss their professional development and complete training to help enhance their knowledge and skills. Overall, this has a positive impact on the quality of children's learning experiences.
• Staff comment that they enjoy their work at the setting and that they are well supported. Many staff have worked at the setting for a number of years. Staff refresh their knowledge about how to safeguard children. They know how to follow local procedures to safeguard children if they have concerns.

What the setting must and should do next

The provider should:

• support all staff to consistently build on their interactions with children to ensure that they use every opportunity to promote children's learning.