Once Upon A Time Day Nursery

Inspection of Once Upon A Time Day Nursery 2-4 Downs Cote Drive, Bristol, Avon BS9 3TP

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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 Good

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The provision is good

Children's individual needs and interests are at the heart of the curriculum that staff provide. Staff build effective relationships with parents from the start. They gather information about children, such as their preferences and communication styles. This supports a tailored and successful settling-in process for children when they join. Parents appreciate the good communication from staff and how they mirror care routines that babies have at home. Children form strong bonds with staff. They are safe, happy and motivated to learn. The curriculum that staff provide builds on children's individual starting points. Staff help younger children to develop their listening and attention skills. They skilfully engage their attention during group activities. Children enthusiastically count to 10 and show excitement when the pretend alien 'blasts off to space'. Staff teach older children about new concepts, for example the passing of time when using the sand timers and how ice

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The provision is good

is formed. Staff help parents to support children's learning at home. They lend books to parents to promote children's literacy skills.

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The provision is good

Children form good friendships with their peers and play well together. Staff support children to take turns and respect each other's play space. Children demonstrate kindness and teamwork, for example helping each other to move boxes of toys. Staff teach children about healthy practices. They talk to children about the effects of food and water on their bodies.

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need to do better?

n Managers prioritise partnerships with parents. They recognise the importance of this for children's learning and development. Staff visit children in their own homes before they start. This gives them a deep understanding of the children and allows children to get to know staff in familiar environments. Staff provide ongoing support for parents. They offer 'let's do it together' bags, which include guidance about parenting matters, such as potty training. This supports a joint and consistent approach to children's care and learning. n Staff actively support children's communication and language development. Babies snuggle into them while listening to stories, and staff introduce new vocabulary. They model and repeat words such as 'roll' and 'shake' while demonstrating the actions. This reinforces children's understanding. Staff sit alongside children at their level during play. They narrate children's actions and

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need to do better?

repeat back words they say. This strengthens children's verbal and social skills. n Staff assess children's learning and development to track their progress and plan next steps in learning. They share this information with parents, who also contribute to the assessments. When children attend other settings, staff communicate with them to share children's progress updates. Staff take swift action if they notice any delay in children's learning or development. They

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need to do better?

6 February 2025 discuss any concerns with parents and seek support from other professionals as necessary. This enables staff to implement additional support for children to minimise any learning gaps. n Staff foster children's independence. Babies learn to use cutlery, while older children serve themselves at mealtimes. They also practice putting on their coats and shoes before outdoor play. These skills help to prepare them for the next stage of learning, including school. n Children understand behaviour expectations. They develop a sense of responsibility and respond well to staff as they are encouraged to tidy up. Staff remind children to walk inside to keep themselves safe. Overall, staff's organisation of routines and transitions supports children's focus and engagement in their learning. However, mealtimes are not always as well organised. Sometimes, children wait for long periods for others to finish eating.

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need to do better?

This causes them to become restless and disengaged from their learning. n Staff support children to learn about the world around them. They teach children words in languages other than their own and children learn about cultural festivals. Staff organise outings for children to explore the local community. They walk to the local shop and visit a care home, where children engage in singing and crafts with the residents. This helps to support children's personal and social development. n Managers meet with staff one-to-one and as a team to reflect on their practice and professional development. All staff have opportunities to attend further training, and new staff receive a detailed induction programme. Staff report high levels of well-being. They describe their managers and colleagues as 'a team of love'. They appreciate the support they receive from managers to develop in their roles.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n review the organisation of mealtimes to reduce waiting times for children and help them remain focused and engaged in their learning.

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Setting details

Unique reference number 107023 Local authority Bristol City of Inspection number 10375815 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 30 Number of children on roll 65 Name of registered person Once Upon A Time Day Nursery Limited

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reference number

Telephone number 0117 9625203 Date of previous inspection 3 May 2019

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Information about this early years setting

Once Upon A Time Day Nursery registered in 1999 and is situated in Westbury-on- Trym, Bristol. The nursery opens Monday to Friday, from 7.30am to 6pm, for 51 weeks of the year. There are 11 members of staff employed to care for the children, the majority of whom hold appropriate early years qualifications at level 3 or above. This includes two members of staff who hold a level 6 qualification. The setting provides funded education for children aged two, three and four.

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Inspection activities

n Managers joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector spoke to staff at convenient times during the inspection. n The inspector observed interactions between staff and the children. n The manager and the inspector carried out a joint observation of teaching together. n The inspector spoke to parents during the inspection and took account of their views. n The manager showed the inspector documentation on the suitability of staff.

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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

6 February 2025 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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