Setting 2749624

Childcare on domestic premises

Unique reference number (URN): 2749624 Registered with Ofsted: 21/08/2023 Registers: EYR, CCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

The well-planned curriculum impacts positively on the achievement of the children. The purposeful curriculum is implemented effectively and robustly so that it has a clear impact on children's learning and development. This means that all children achieve consistently at this setting, supported by strong relationships with staff and a responsive curriculum that supports their development. This approach ensures that the children at the setting make secure progress through the curriculum, particularly in communication and language development.

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Achievement Strong standard

Children make good progress from their individual starting points. Staff work closely with families to establish these starting points accurately and respond to them effectively. The targeted support offered to children with special educational needs and/or disabilities is responsive and effective. The staff ensure that they share information with other settings to sustain achievement across settings, for example when they are going to schools or other settings. This ensures that children achieve well, are supported to reach their potential and are well prepared for the next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have carefully designed the curriculum to offer a calm, slow-paced routine that responds to children's needs and set high expectations for children to have independence and freedom to explore. Families also highlight how well the setting meets the individual needs of every child, creating a fully inclusive learning environment.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have established a positive environment with clear, commonly understood expectations for behaviour. Staff consistently model respectful interactions and support children to regulate their emotions by talking about feelings, offering reassurance and responding promptly when children need support. These approaches help children to feel safe and secure and enable them to develop self-control and empathy.

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Behaviour, attitudes and establishing routines Strong standard

Strong relationships between staff and children are evident. Staff offer children meaningful choices, wait for responses and support children to navigate the daily routine. They help children to collaborate, share and get along with others. Through these caring and responsive interactions, children learn to be kind and respectful members of the community. Leaders work closely with families to ensure regular attendance, and absences are followed up if they occur. Staff carefully consider children's ages, stages of development and individual circumstances. Children thrive in a supportive, well-structured environment.

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Children's welfare and well-being Strong standard

Staff respond swiftly and effectively to children's changing needs, both on a daily basis and over time, ensuring that children's welfare and wellbeing are consistently prioritised. Care practices are highly responsive and tailored to individual needs. For example, staff provide a range of sleeping arrangements to suit children's preferences and routines. Some children sleep outdoors, others in a darker, quieter space, and some are offered areas away from their peers to reduce distractions. Staff carry out regular checks and consistently follow safer sleeping guidance, ensuring children's safety.

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Children's welfare and well-being Strong standard

Secure relationships are a strength of the setting. The key person knows children well and provides sensitive, consistent care that helps children feel safe. For example, when a child is not ready to transition to lunch, staff offer additional time and explain what will happen next, helping children feel in control and understood.

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Children's welfare and well-being Strong standard

Routines, such as feeding, weaning and sleeping, are flexible and adapted to children's ages, stages and individual circumstances. The curriculum allows time for unhurried interactions, supporting emotional wellbeing. Interaction with animals, such as caring for rabbits and chickens, helps children to develop calmness, empathy and an understanding of the respectful handling of living things.

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Curriculum and teaching Strong standard

Leaders demonstrate a strong understanding of the quality of the curriculum and teaching and make well-considered decisions to secure continuous improvement. The curriculum is clearly articulated, visible in practice and well understood by staff, parents and children. Leaders regularly reflect on its effectiveness and refine it in response to evaluation and feedback. For example, in summer 2025, leaders involved staff, parents and the wider community in a curriculum review, strengthening shared ownership and further developing the setting's approach. While the curriculum intent is adapted to reflect children's ages and stages of development, the core principles remain consistent.

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Curriculum and teaching Strong standard

The nature-based curriculum meets all areas of learning and development in the early years foundation stage and places a strong emphasis on children's physical, personal, social and emotional development. Practitioners purposefully support children's language development by modelling rich vocabulary, encouraging discussion and embedding mathematical concepts such as counting, measuring and problem-solving throughout daily activities.

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Curriculum and teaching Strong standard

Leaders and staff know children well and use ongoing assessment to identify what children know and can do. They adapt teaching effectively to meet different starting points and make reasonable adjustments for those with special educational needs and/or disabilities and those facing other barriers to their learning. This ensures that all children are supported to make consistently secure progress and thrive.

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Inclusion Strong standard

Leaders and staff actively identify barriers to learning and wellbeing at the earliest opportunity and respond promptly and effectively. As a result, inclusive practices are well established. For example, parents report that their children are consistently supported by staff who go above and beyond for their families. Leaders ensure that staff closely track and evaluate the progress of children who receive support. Regular and purposeful monitoring takes place, ensuring that children's needs are met robustly and effectively. This rigorous monitoring includes input from outside professionals and external agencies to ensure that support remains focused and effective.

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Inclusion Strong standard

Leaders and staff routinely review and refine adaptations to teaching, provision and support. Leaders ensure that staff training opportunities include inclusive practice and the graduated approach. Staff can clearly identify the training they have received and explain how they use it to inform their inclusive practice. This ensures that staff apply strategies systematically and skilfully in response to children's evolving needs. As a result, these adaptations create lasting, positive improvements in children's experiences, engagement and outcomes, ensuring sustained inclusion and equity across the setting.

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Leadership and governance Strong standard

Leaders are on a continuous journey of improvement, and they are ambitious in their approach to development at the setting. The robust implementation of the curriculum is woven through everything. The nature-based approach is deliberately planned and reviewed to ensure that it meets children's needs. For example, leaders led a curriculum review recently to make sure it was responsive to the changing needs of children and their families. This means that the setting keeps the best interests of children and their community at the heart of decision-making.

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Leadership and governance Strong standard

Leaders prioritise staff development and use this to drive ongoing improvement of the setting. Staff engage in regular training and professional development. This has an impact on the setting and the provision available. For example, the studio space, with art tools and creative resources, was developed as part of a research project carried out by leaders.

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Leadership and governance Strong standard

Staff comment on the reflective nature of the courses they attend and the training they undertake. This helps them to enhance their practice. For example, a recent inset day encouraged staff to reflect on the quality of the observations of children they had recently completed. Staff comment on how their wellbeing is well supported and that they feel valued.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Staff implement a robust and nurturing settling-in process that enables them to understand each child's unique needs, starting points and prior experiences. This process includes frequent visits and play sessions, allowing children and families to build trusting relationships with staff before children attend regularly. As a result, children quickly feel safe, develop positive relationships and show a strong enjoyment of learning. Parents consistently comment on the highly supportive nature of staff and the positive difference this makes to their children's confidence, wellbeing and progress. Children arrive happy and eager to engage, demonstrating that they are well prepared for their next steps.

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What it's like to be a child at this setting

The environment and curriculum are thoughtfully designed to promote children's independence, confidence, and age-appropriate knowledge and skills. For example, the outdoor provision offers a range of physical challenges, such as climbing, hanging, rolling and balancing. Staff carefully consider when to provide support, when to model skills and when to step back to allow children time and space to succeed independently. This approach ensures that children develop resilience, self-belief and a strong sense of achievement.

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What it's like to be a child at this setting

Staff recognise children within their individual contexts and circumstances. They identify barriers to learning and wellbeing swiftly, particularly those with special educational needs and/or disabilities. Staff implement targeted strategies to reduce these barriers, enabling children to make strong progress from their starting points.

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What it's like to be a child at this setting

Children learn alongside their peers and are fully included in all aspects of the setting. They feel valued, supported and secure. This is supported by warm and positive relationships with staff. Families are welcomed, and their contributions are highly valued. For example, families share photos of significant people in children's lives, which children enjoy revisiting,

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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About this setting

Local authority: Bristol City of strengthening their sense of belonging. As a result, children feel safe, included and supported to thrive.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities and those who may face other barriers to their learning.

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About this inspection

The inspector spoke with leaders, parents and staff during the inspection.

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About this inspection

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. A quality assurance visit by an additional inspector was carried out at this inspection.

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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