UWE Students' Union Halley Nursery

Inspection of UWE Students' Union Halley Nursery Frenchay Campus, Coldharbour Lane, Bristol BS16 1QY

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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 enjoy attending this nurturing and inclusive nursery. Staff build strong, trusting relationships with children and families. This helps children to develop confidence and a sense of belonging. Children benefit from a good balance of adult-led and child-initiated activities. Staff plan a curriculum based on children's interests and developmental stages, ensuring all children make good progress in their learning. The curriculum encourages children to become confident and independent learners. Children are empowered to make choices and are learning to manage their emotions in a supportive environment.

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The provision is good

Babies are curious and eager to explore their surroundings. Staff organise the environment to support their physical development. Babies excitedly move their bodies, reach and grasp resources. Staff respond warmly and promote secure attachments. They ensure babies feel respected, asking permission before attending to their personal care. Young children confidently follow routines and engage enthusiastically in group activities such as circle time. Staff provide opportunities for children to make decisions, such as which story to read, helping children build independence and a sense of responsibility. Children display focus and develop strength in their hands as they create with dough. Staff support children to develop a 'can-do' attitude and encourage children to keep trying. Older children are self-assured learners. They take part in meaningful discussions, drawing on past experiences, such as Remembrance Day. They make links and

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The provision is good

connect them to new learning about VE Day. These conversations deepen children's understanding and promote a sense of community. Children enthusiastically share their ideas, wave flags and sing new songs.

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need to do better?

n Staff form positive partnerships with parents, and clear routines for drop-off and pick-up times help children feel comfortable and settled. Babies are taken to their room, and older children enter through the gate to the outdoor area, supporting their transition to school. Staff share some information with parents both verbally and through online learning journals. However, they do not always provide parents with enough detail about children's learning and daily routines to keep them fully informed. That said, leaders are seeking ways to further improve communication so all parents feel well informed about their children's experiences and learning at nursery. n Staff support children's early literacy and communication and language skills effectively. They are attentive to children's interests and learning needs. They read stories to them, introduce single words and sing to children as they play. Staff support children who speak English as an additional language well. They

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need to do better?

use key words in their home languages to aid understanding and support

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need to do better?

8 May 2025 children's sense of identity. However, at times, staff's interactions do not fully enhance and extend children's learning. For example, staff do not always offer clear explanations about why certain instructions are being given or actively engage with children during group activities to fully support their learning. n Staff encourage good hygiene practices, such as washing hands before meals. They promote a positive mealtime experience and sit with children, offering support and encouraging them to try new foods while respecting their individual preferences. They discuss the ingredients in their meal and make comparisons to familiar foods to help children develop a broader understanding of healthy eating and foster positive attitudes towards food. n Children behave well and understand staff's expectations. They learn to take care of their environment, tidying up toys before moving on to other activities or

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need to do better?

playing outside. Staff support children when minor conflicts arise, helping them resolve issues, for example helping them identify who was looking at a book first and offering alternative activities. n Staff work well with other professionals to support children's learning and development. They gather information from other settings they attend, collaborate with inclusion teams and work with speech and language specialists to implement strategies and monitor children's progress. Leaders thoughtfully allocate additional funding to children's individual needs, selecting resources that support children's developmental growth. n Leaders and staff are reflective and committed to providing high-quality care and education. They meet regularly, along with parent representatives, to discuss what is going well and identify and address any improvements. Leaders observe staff's practice and offer targeted professional development opportunities to

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need to do better?

further enhance their knowledge and skills. Staff morale is high. They feel valued, supported and motivated by the leadership team. This contributes to strong staff retention and ensures consistency in the care provided.

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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 strengthen the information shared with parents about children's daily routines, learning and development to make sure they feel fully informed about their children's experiences and progress n further develop staff's interactions to fully enhance and extend children's learning and help all children make the best possible progress.

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Setting details

Unique reference number EY348818 Local authority South Gloucestershire Inspection number 10392482 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 62 Number of children on roll 51 Name of registered person UWE Students' Union

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reference number

Telephone number 01173286290 Date of previous inspection 27 August 2019

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Information about this early years setting

UWE Students' Union Halley Nursery registered in 2007. It is located on the Frenchay campus of the University of the West of England, in Bristol. The nursery is open Monday to Friday, from 8am to 5.30pm, all year round. Of the staff team of 16, three hold early years professional status, one holds qualified teacher status, three hold an early years qualification at level 6, two hold level 4, eight hold level 3 and two hold level 2. The nursery receives government funding for early education for children aged nine months to four years.

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Inspection activities

n The manager 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 talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children. n The inspector carried out a joint observation of a group activity with the manager. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

8 May 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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