Raised in Bristol

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children are happy as they arrive. They see familiar staff and greet them warmly. Staff welcome children with smiles.

They ask them about their journey to nursery or what they would like to play with. Children settle quickly and join the group to play. Key persons support children and their families as they settle into nursery.

Staff practice is variable. Although the curriculum focuses on children's communication and self-help skills, the provider has not ensured that all staff deliver this as well as they can to help children achieve to the best of their abilities, particularly in their communication and language develo...pment. Staff provide activities that follow children's current interests and likes, which helps children to enjoy many of the activities on offer.

However, at times, children lack the challenge they need from staff.The quality of interactions between staff and children is not always of a high quality. Staff do not always deploy themselves well throughout the day to meet all the children's learning needs.

For example, while staff are changing nappies or preparing lunch, babies and children do not always engage in meaningful play as they wait for interaction from staff.Children's behaviour is good. Older children know the routine.

They complete hygiene routines prior to having snacks and meals, with minimal prompting from staff.

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

Although staff have professional development and training opportunities, the provider does not monitor the quality of their teaching as well as they could to provide the targeted support, coaching and training that staff need to ensure that children's learning experiences are always good.Children do not always receive good-quality learning experiences.

The delivery of the curriculum does not provide challenge for every child. For example, during a reading activity, some staff do not engage or interact with children in the stories they chose to ignite their curiosity and language. As a result, children disengage and become restless, which impacts on them developing a positive attitude towards learning.

Children are sociable. Young babies babble and giggle at each other as they crawl around. Older children play together for much of the day.

However, limited interactions from staff mean that children do not hear a wide range of words and conversation. This does not fully support their communication development.While a recent allegation was dealt with in line with the provider's local safeguarding procedures, the provider did not ensure that this was notified to Ofsted.

This is a breach of requirements.Staff know their key children and talk about their unique qualities and learning journeys. However, the provider does not always deploy staff successfully to meet all children's learning needs.

For example, children use the indoor and outdoor spaces throughout the day, but staff do not always position themselves as effectively as possible. As a result, staff are sometimes not aware when children are upset or not engaged in meaningful learning.Staff plan many opportunities to help to promote children's independence and self-help skills, in preparation for their eventual move on to school.

For example, staff encourage children to pour themselves a drink of water during mealtimes, serve their own meals and use the toilet independently. As a result, children make good progress with their independence skills.Staff provide children with plenty of opportunities to develop their large physical movements.

For example, in the garden, children enjoy the tyre swing and climbing on the climbing frame. They join in with drawing activities and practise using one-handed tools, such as pencils, to enhance their mark-making skills. They strengthen their small muscles further while exploring with sand.

Parents are complimentary about the nursery. They say that they feel that staff are kind and supportive to them and their children. Parents appreciate the daily information they receive about their children's day.

They receive photos and get updates about their children's progress. Parents feel that children are safe and well looked after.

Safeguarding

The arrangements for safeguarding are effective.

There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date provide specific support, coaching and training to develop staff's skills and knowledge so they understand how to fully support children's learning needs 29/11/2024 deploy staff effectively to increase children's enjoyment and extend their learning.11/10/2024 To further improve the quality of the early years provision, the provider should: strengthen the delivery of the curriculum so that every child receives challenge in their learning to reach their full potential nimprove the quality of staff's interactions to support children's communication and language development further.

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