Raised in Bristol at Felix Road Adventure Playground

Inspection of Raised in Bristol Felix Road Adventure Playground, Felix Road, Easton, Bristol BS5 0JW

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children start their day with big smiles. Staff greet them happily and children settle eagerly to their play. Children enjoy a broad range of exciting learning opportunities that staff plan for them. They remain engaged in calm and purposeful learning experiences. Toddlers explore resources independently, inside and in the garden, as staff smile and talk to children about what they can see. Older children concentrate well and practise their good handling skills. For example, they create model vehicles with very small construction bricks.

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The provision is good

Children behave well. They share resources willingly with each other and use 'please' and 'thank you' when responding to others. Children enjoy the encouraging and consistent approach of the staff, who act as positive role models. Staff prepare activities well and transitions between routines and the rooms flow well.

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The provision is good

Staff have organised children's settling in flexibly during the COVID-19 pandemic. This has helped to reduce concerns when children have not been left in the care of others before. Parents are invited into the nursery for stay-and-play sessions and to discuss information with staff about children's achievements.

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need to do better?

n The manager and staff have high ambitions for children and plan an exciting curriculum that supports children in making progress from their starting points. Staff get to know their key children very well from the outset. They gather information about children's unique prior experiences. This helps them to plan children's next steps in learning effectively. Children benefit from a wide range of opportunities to learn life skills, such as learning to socialise and take turns. However, sometimes, staff do not capture spontaneous opportunities to challenge children's learning, to ensure they build on what children know and can do. n Staff provide a stimulating and inviting environment, enabling children to feel safe and confident in the space. Children have free-flow access to the garden, and resources are accessible and within reach, allowing them choice. Babies practise their hand-to-eye coordination as they throw and catch different-sized

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need to do better?

balls. Younger children blow and chase bubbles excitedly, shouting 'pop!'. Older children strengthen their core muscles, for instance, as they learn to make big shapes with paintbrushes or use the climbing equipment. n Children enjoy a range of healthy, nutritious freshly cooked meals. Staff adhere to allergies and dietary requirements and work with parents to discuss when and how to make changes to children's dietary needs. Children learn to manage their own personal needs, such as washing their hands and wiping their faces. Older children like being with each other and talking to the staff as they eat their

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need to do better?

12 July 2022 snacks and meals together. n Staff form good relationships with parents. They provide parents with daily feedback about their children's achievements and interests. Parents speak very highly of staff. They feel that staff are welcoming and caring towards all children. However, not all parents know what the staff are working on in terms of learning and development specifically for their children. n The manager is new to management and is being supported effectively by the parent company. She provides staff with regular support and opportunities to discuss good practice. The manager has a positive attitude to continual improvement. For example, she is focusing currently on improving the outdoor area to challenge children's learning further. The manager seeks the views of staff, children and parents to help make plans to improve the provision. She understands how to support individual children successfully to help ensure they

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need to do better?

make good progress in an inclusive provision. n The manager works closely with the staff and is supportive towards their well- being. As a result, staff report that they feel valued and appreciated at this setting. The manager encourages staff to develop and strengthen their practice through access to continuous professional development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager has robust procedures to ensure that children are safe on the premises. For instance, risk assessments are reviewed regularly and staff check aspects of the building routinely each day. All staff have a secure understanding of how to protect children's welfare. They are familiar with the signs and symptoms of abuse and of safeguarding issues. Staff know what to do if they have a concern about children or about staff practice. The manager follows effective safer recruitment procedures that help to ensure that staff are suitable to work with children.

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should:

n support staff to improve their interactions with children, to broaden and build on what children know and can do across the curriculum n enhance partnerships with parents to ensure that all parents are supported to fully contribute to their children's learning and development.

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Setting details

Unique reference number 2579443 Local authority Bristol City of Inspection number 10239472 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 62 Number of children on roll 116

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Name of registered person

Raised In Bristol Community Interest Company

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reference number

Telephone number 07756033288 Date of previous inspection Not applicable

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Information about this early years setting

Raised In Bristol registered in 2020. It is a social enterprise and operates in Felix Road Adventure Playground, Easton, Bristol. The nursery operates Monday to Friday, 8am to 6pm, all year round, with the exception of Christmas to New Year, and bank holidays. There are 18 staff who work with the children. Of these, one holds an appropriate childcare qualification at level 6, eight hold a qualification at level 3, two hold a qualification level 2 and two hold qualified teacher status. The nursery receives funding to provide free early years education for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager led the inspector on a learning walk and told her what she wanted the children to learn at the nursery. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The manager and the inspector carried out a joint evaluation of an activity together. n The inspector held discussions with the provider, manager and staff throughout the inspection. She looked at relevant documentation, including first-aid certificates, and viewed evidence of the suitability of those working with children. n The inspector took account of the written and spoken views of parents.

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Inspection activities

We carried out this inspection 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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Inspection activities

12 July 2022 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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