Clifton Tots Day Nursery

Inspection of Clifton Tots Day Nursery Clifton Tots Day Nursery, 12 Grove Road, Redland, BRISTOL BS6 6UJ

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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 arrive at the nursery happy and eager to start their day. Staff create a calm, welcoming environment that helps children feel safe and secure. Well- organised and resourced spaces encourage children to explore, play and learn across all areas of the early years foundation stage.

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The provision is good

Leaders have designed a curriculum that is ambitious for all children. It is well sequenced and builds on what children already know and can do. Staff use their knowledge of each child's development to plan meaningful activities that support progress. These activities are tailored to children's interests and developmental stages, helping them to stay engaged and motivated.

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The provision is good

Children form strong, positive relationships with staff, which help them feel safe, secure and ready to learn. In the baby room, staff are warm and attentive. They respond quickly when babies need comfort or support. In the toddler room, children enjoy being with familiar adults. They confidently join in with activities such as stories and messy play, knowing staff are nearby to guide them. In the pre-school room, children talk openly with staff and know they will be listened to. These strong relationships help children manage their feelings and build the confidence they need for their next stage of learning.

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need to do better?

n Leaders demonstrate a clear vision for the setting and are passionate about creating a warm, welcoming setting where all children feel safe and included. They share their ideas clearly with staff and make use of effective staff supervision. Leaders prioritise staff well-being, offering support and guidance to help them feel valued and confident in their roles. n Children benefit from a clear curriculum that supports learning across all areas of their development. In the baby room, staff support babies' physical development by encouraging them to explore different textures during sensory play. In the toddler room, staff promote communication and language by singing songs. In the pre-school, children develop personal, social and emotional skills through activities that support independence, such as pouring their own drinks and making choices about their learning. This approach helps children stay confident

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need to do better?

and engaged. n Staff engage meaningfully in children's play and routines. For example, when feeding babies with their bottles, staff hold the babies closely, maintaining eye contact and speaking softly. This promotes strong emotional bonds and supports children's early communication and social development. Staff respond promptly and sensitively to children's needs, fostering a sense of trust and well-being. n Staff have a clear understanding of children's interests, needs and stages of

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need to do better?

30 May 2025 development. However, children are not always provided with individual support or the right level of challenge. For example, older babies who are developing early language skills are not given enough opportunities to extend their vocabulary. Toddlers who enjoy play dough are not consistently supported to explore it in ways that develop their fine motor skills. In pre-school, children who talk confidently are not always challenged to think more deeply. As a result, some children lose interest and miss out on learning opportunities that help them make the best progress. n Staff work closely with local schools to support children's smooth transition on to school, sharing key information and helping children to become familiar with new routines and environments. Parents are actively involved in the process, with staff offering guidance. This helps families feel well prepared for the next stage of education.

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need to do better?

n The setting has strong communication with parents, helping to support each child's learning and development. Staff share daily updates through face-to-face communication, including information about routines, activities and progress. Every six months, parents are invited to a review meeting to discuss their child's development and agree on next steps. This regular contact keeps parents informed and involved in their child's early education.

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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 ensure staff consistently use their knowledge of each child to plan and deliver activities that support and challenge them.

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Setting details

Unique reference number EY478274 Local authority Bristol City of Inspection number 10392137 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 90 Number of children on roll 200 Name of registered person Clifton Tots Ltd

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reference number

Telephone number 01179739064 Date of previous inspection 6 August 2019

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Information about this early years setting

Clifton Tots Day Nursery registered in 2014. It is situated in Bristol. The nursery is open Monday to Friday, from 7.30am to 6pm, throughout the year, except for public holidays and the Christmas period. The nursery provides funded care and early education for children. The nursery employs 32 members of staff. Four members of staff hold a qualification at level 6, nine hold a qualification at level 3 and seven hold a qualification at level 2.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. 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's learning. n The manager and the inspector carried out a joint observation in the pre-school room. n Parents shared their views of the setting with the inspector.

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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

30 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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