Mornington House Day Nursery

Inspection of Mornington House Day Nursery Mornington House Day Nursery, Mornington Road, BRISTOL BS8 2UU

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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

Staff provide a happy, welcoming environment for children, building lovely relationships with them and their families from the start. Staff are gentle with babies and meet their individual needs and routines effectively. Leaders provide good support for their enthusiastic team members. There is high staff retention, which provides stability for children and long-term relationships for families. Children are emotionally secure and approach staff knowing they will receive a positive response, so that by pre-school they are confident to initiate conversations.

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The provision is good

There is an ambitious curriculum for all children. Staff plan an exciting environment, promoting children's curiosity and exploration. There are plenty of opportunities for those who prefer outdoor learning. For example, older children make paper aeroplanes and notice the impact the wind has when they fly them. In addition, children develop their large-muscle skills and gain a good awareness of keeping themselves and others safe.

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The provision is good

Leaders use local initiatives successfully, and staff sequence children's development effectively. For example, in conjunction with parents, they introduce the idea of potty training to babies. Toddlers use role play with dolls and stories to extend their awareness and understanding. In pre-school, children can manage their personal needs independently, preparing them well for school.

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need to do better?

n There is a strong leadership team. They successfully evaluate their practice, identifying where they can improve to have the most effective impact on children's care and development. For example, they have introduced induction programmes for babies and new children. These ensure that staff get to know children and their families extremely well from the start, enabling them to meet babies' and children's individual needs, so they settle quickly. n Leaders target staff training and experience to have a positive benefit to children. For example, staff working with babies know why calm environments are important for babies' brain development. Those responsible for children with special educational needs and/or disabilities are proactive in working with parents and outside agencies. This ensures that children receive appropriate support and make the best progress they can. n Staff plan 'in the moment' to motivate children's learning through their interests.

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need to do better?

For example, toddlers enjoy using sticks on pipes and hearing the sound they make. Staff then provide instruments to extend their ideas further. Older children develop good hand-eye coordination when staff help them to use a bat and ball. However, occasionally, staff do not always notice when older children require more challenge to move their learning on even more.

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need to do better?

16 April 2025 n Children are confident communicators. Staff recast mispronounced words, narrate children's play, use repetition and introduce vocabulary. They make good use of books, songs and visual aids, to engage and support children. Staff provide sensitive support for children learning English as an additional language. For example, older children sing their welcome song in children's languages, and young children happily ask for fruit in their first language. This also helps children to learn to value each other's differences. n Leaders ensure an inclusive environment, where adults treat children with respect and value their opinions. Staff support children successfully in learning to understand their emotions and regulate their behaviour. For example, they use characters in books to ask children how they might feel and what happens when you are angry. They sensitively help children to see how their actions impact on

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need to do better?

their friends and consider what they could do to resolve that. n Children become increasingly independent. Staff help babies and children to manage as much as they safely can for themselves. Step by step, they build on what children can do. For example, staff are good role models at lunchtime, promoting children's healthy eating, use of cutlery and social skills. Children learn to set the table, pour drinks and serve themselves. n Partnerships with parents are a strength of the setting, ensuring consistent care and learning for children. From induction, staff find out important information. Parents are extremely positive about the setting, especially support from leaders. Parents confirm they receive good information and can borrow resources to support their children at home.

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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 focus staff development on embedding the curriculum intent consistently to know when to challenge older children more, to enable them to make even greater progress.

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Setting details

Unique reference number EY370580 Local authority Bristol City of Inspection number 10394759 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 65 Number of children on roll 48 Name of registered person Bristol Child Care Limited

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reference number

Telephone number 01179 733 414 Date of previous inspection 24 September 2019

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Information about this early years setting

Mornington House Day Nursery re-registered in 2008 and is one of three privately owned nurseries under Bristol Child Care Limited. The nursery is open each weekday, from 7.30am to 6pm, all year round, except for bank holidays and Christmas. There are 13 members of staff working with the children. Of these, the manager holds qualified teacher status, six members of staff hold an early years qualification at level 3 and three hold a level 2 qualification. The setting provides government funded places.

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Inspection activities

n The manager, a director and the inspector completed a learning walk together and discussed the early years curriculum. n The inspector talked to staff at convenient times and observed the quality of teaching, indoors and outdoors, assessing the impact this is having on the children's learning. n The manager and the inspector conducted a joint observation of the quality of teaching and learning during an adult-led activity with the babies. n The inspector spoke with parents and the children, taking account of all their views. n The manager, a director and the inspector discussed the leadership of the setting, and the inspector sampled documentation, including evidence of 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

16 April 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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