Mama Bear's Day Nursery

Mama Bear's Day Nursery Hanham Hall, Whittucks Road, Bristol, BS15 3HY

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Inspection date

Previous inspection date 12 April 2017 Not applicable

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Leaders support the professional development of staff well. For example, they observe staff and hold individual meetings that help to improve practice and teaching skills.  Leaders and staff analyse data of children's achievements carefully. They make good use of information about children's progress to make changes to the curriculum where they identify weaker areas in learning to ensure all children make good progress.  Staff have very good relationships with parents, who regularly provide information about what children do at home and their interests. For example, parents share with staff ideas of what they would like their children to explore further in their learning. Staff use this information well to help plan for children's future learning.  Overall, children behave well. Staff are caring and are good role models. For example, they help children understand how to take turns, share and be kind and respectful to

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This provision is good

others. Babies and young children develop close and affectionate relationships with staff and feel secure.

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It is not yet outstanding because:

 At times, staff complete simple tasks for children rather than encouraging them to do things for themselves to support their independence skills.  Staff do not consistently organise some activities or changes between activities effectively to maintain children's interest and learning.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 extend the opportunities for children to do things for themselves and become more independent  review the organisation of activities and routines, in particular to support children further to remain more interested and engaged in all learning opportunities.

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Inspection activities

 The inspector observed the activities and the quality of teaching throughout the setting.  The inspector held discussions with the leaders and spoke with children and staff at appropriate times throughout the inspection.  The inspector looked at a sample of documentation, including staff suitability checks, risk assessments, self-evaluation documents, observations, assessments, planning records, and documentation linked to checking children's progress.  The inspector took into account the views of parents and carers spoken to on the day of the inspection.  The inspector conducted a joint observation of staff practice and discussed this with the manager.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Leaders and staff have a good understanding of child protection issues and the procedures to follow if they have concerns about a child. They keep their knowledge up to date through training. Recruitment and induction procedures are rigorous to help ensure the ongoing suitability of staff. Effective risk assessments support staff well to provide a safe environment. For example, leaders are vigilant in monitoring the levels of children's accidents in the setting to reduce the likelihood of similar accidents. The well- qualified staff are supported well with training opportunities to update their professional expertise and benefit children's learning. For example, they have raised their awareness of meeting the needs of children who may have special educational needs and/or disabilities.

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Quality of teaching, learning and assessment is good

Staff have a good understanding of how children learn. They complete regular assessments, and leaders monitor children's achievements, to plan effectively and narrow any gaps in their learning. Overall, young children engage in their play and enjoy the activities planned for them. For example, babies relish playing in water and learn about capacity as they fill and empty containers. Staff support children well to develop their good communication and language skills. For example, during group times, children confidently discuss their emotions, such as what makes them feel happy or sad. Staff help younger children to develop their early mathematical understanding. For example, while staff help younger children to build towers with blocks, they model mathematical language such as 'big' and 'small'.

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Personal development, behaviour and welfare are good

Children are supported well to understand about similarities and differences between themselves and others. For example, staff work in partnerships with parents to create displays about younger children's families and people who are important to them. Older children draw self-portraits to display on their family tree. Staff add children's comments about what makes them unique. Children have good opportunities to be outdoors on a daily basis and to practise their physical skills. Staff are vigilant in reminding children how to keep themselves safe, such as the importance of walking when indoors.

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Outcomes for children are good

Children develop good skills to support them in their future learning and their move on to school. They are confident and motivated learners who concentrate and listen attentively to staff. Babies develop an early interest in literacy. For example, they enjoy listening to stories, understand about turning pages and handle books with care. Children make good progress in the setting from their initial starting points.

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Setting details

Unique reference number EY495238 Local authority South Gloucestershire Inspection number 1096107 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 0 - 4 Total number of places 72 Number of children on roll 127 Name of registered person Mama Bear's Day Nursery Ltd

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reference number

Date of previous inspection Not applicable Telephone number 01179582030

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reference number

Mama Bear's Day Nursery registered in 2016. It is located in Hanham, South Gloucestershire and is owned by Mama Bear's Day Nursery Ltd. The nursery receives funding for the provision of free early education for two-, three- and four-year-olds. The nursery opens each weekday from 7.30am to 6pm, all year round. There are 18 staff working with the children; of these, two hold early years qualifications at level 6, and 10 hold qualifications at level 3.

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reference number

This inspection was carried out by Ofsted 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.

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reference number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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reference number

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reference number

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reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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