Childcare on Domestic Premises, Full day care in Bristol

Childcare on domestic premises

Unique reference number (URN): EY555057 Registered with Ofsted: 04/12/2017 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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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff create a warm and positive environment. Children demonstrate kindness and respect for others, showing the impact of the setting's focus on nurturing positive relationships and building self-confidence. Children are respectful of younger children in their space and offer them toys, showing care and awareness of others' needs. Staff praise children for their effort and achievements, helping them to develop resilience and motivation to learn. Expectations for behaviour are high, and staff model positive interactions and encourage turn-taking and cooperative play. When children would like a toy their friend has, staff help children to reason with each other and promote them to think how they could share together.

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Behaviour, attitudes and establishing routines Expected standard

Children generally follow the routines of the setting well. At times, staff do not typically use strategies that help children follow routines successfully or understand what is expected of them. Staff verbally share with children what is happening next but do not consistently help children with special educational needs and/or disabilities fully understand by using strategies such as Makaton or visual clues.

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Behaviour, attitudes and establishing routines Expected standard

Leaders give a high priority to monitoring children's attendance, reflecting their understanding of its importance for learning and development. They work closely with parents to understand individual circumstances and put plans in place to overcome barriers to attendance, including swapping sessions and supporting parents to get their children to sessions on time to embed consistent routines.

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Children's welfare and wellbeing Expected standard

Leaders give priority to ensuring children feel safe and secure. This commitment is evident in the effective welfare and wellbeing practices across the setting. Staff know each child well and respond sensitively to individual care needs, including those with special educational needs and/or disabilities. Where children face barriers to learning, practitioners begin to adapt routines and use their knowledge of the children, helping to support positive experiences.

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Children's welfare and wellbeing Expected standard

Secure relationships between key persons and children support children's confidence and self-esteem. Staff are attuned to babies' cues, offering timely comfort and warm interactions that foster attachments and emotional security. Older children seek staff for comfort and enjoy cuddles with them as they read them stories.

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Children's welfare and wellbeing Expected standard

Staff embed opportunities throughout the day to help children develop a strong understanding of their physical health, personal safety and wellbeing. They encourage good hygiene, teach children about keeping their bodies safe and develop their understanding about why sleep and nutrition matter. Staff use age-appropriate books and stories to help children learn how to look after their bodies and stay safe in reassuring, meaningful ways. They provide healthy foods and water throughout the day and support children to build independence in their personal care and hygiene routines, including handwashing and toileting reminders. Staff provide safe sleeping areas for babies and children to rest. They

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Needs attention

adapt feeding and care routines for babies so these meet individual needs and developmental stages.

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Achievement Needs attention

Children do not make consistently secure progress through the curriculum. Younger children make better progress, as the curriculum is more clearly planned for their stage of development. Older children, however, do not experience opportunities that build their knowledge in a well-sequenced or ambitious way. Some children benefit from staff introducing concepts through practical activities. However, this is not consistent. Children benefit from good interactions that help develop language. However, this is not typical across the setting, leading to variation in what children experience.

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Achievement Needs attention

Children with special educational needs and/or disabilities and those who face other barriers to learning receive support that is not always well matched to their needs. Although staff identify these needs and teaching strategies, these are not applied reliably enough to help them build securely on what they already know. This limits the progress these groups make from their starting points.

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Achievement Needs attention

Preparation for the next stage of learning is not yet sufficiently strong. Older children, in particular, do not experience a curriculum that promotes sufficient challenge in readiness for school.

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Curriculum and teaching Needs attention

The curriculum design and the quality of teaching are not consistent across the setting. The curriculum is not well sequenced or ambitious enough to support and challenge older children. Although leaders have begun to review routines and develop individualised plans for children, these have not been communicated effectively to staff. This means that staff do not have a clear understanding of what children need to learn and how to prepare them for school. The curriculum is, however, designed more successfully for younger children and provides appropriate early experiences. For example, babies cruise around furniture, developing their skills for walking.

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Curriculum and teaching Needs attention

Staff build warm, secure relationships with children. However, they do not consistently draw on their knowledge of the children to adapt teaching to meet their needs. Staff model mathematical language. For example, when children explore the Easter tuff tray, staff and children count together and identify colours. However, this practice is not typically embedded or used with clear intent. Approaches that support children's understanding, including objects of reference or Makaton, are not routinely in place. As a result, activities do not always provide meaningful opportunities to extend and challenge all children's learning.

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Curriculum and teaching Needs attention

Leaders and staff quickly identify children with special educational needs and/or disabilities, but adaptations to teaching are not yet applied consistently. Assessment is used, though not always effectively. Staff do not typically tailor learning opportunities to help older children make progress from their starting points to help ensure they are ready for their next stage of learning.

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Inclusion Needs attention

Leaders and staff identify children's emerging needs, including those with special educational needs and/or disabilities (SEND) and those who face barriers to learning. However, the quality of support they provide for these children is variable. Leaders have begun to develop plans for individual children to support their progress and reduce barriers to learning. Leaders recognise the importance of adapting daily routines to reflect the unique needs of individual children, although this is not always successfully implemented in practice. This is because staff do not fully understand how to apply the agreed strategies, including the use of visual prompts or Makaton, to support children's understanding. As a result, children do not always achieve as well as they might in all areas of the curriculum.

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Inclusion Needs attention

Overall, children with SEND benefit from reassurance, comfort and calming interactions from staff that help them to build secure bonds and develop a sense of security. When required, leaders and staff work with parents and external agencies to access additional support for children. Leaders use funding for disadvantaged children appropriately to promote their learning and wellbeing.

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Leadership and governance Needs attention

Leaders identify some of the strengths in the provision but do not yet have a sufficiently accurate overview of the quality of teaching or curriculum effectiveness. As a result, improvement priorities are not always sharply focused on what will make the greatest difference for children, particularly older children and those with special educational needs and/or disabilities.

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Leadership and governance Needs attention

Leaders have recently strengthened their safeguarding and allegations management procedures, drawing on external support and providing whole-staff training. This has upskilled and restored confidence in leaders and staff for reporting and recording concerns to help keep children safe. Staff report that they are well supported and find leaders approachable. However, leaders have identified the need to strengthen staff wellbeing further by introducing more regular one-to-one meetings. These will be used to support staff, monitor ongoing suitability and provide more focused professional development opportunities to develop their teaching and curriculum delivery.

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Leadership and governance Needs attention

Parents speak highly of the setting and report their children love to attend. Leaders and staff take time to get to know families and children to ensure they support them in the best way they can. Leaders maintain good relationships with parents and encourage their involvement, for example by hosting a yearly 'party week' and inviting parents in to share their skills.

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Compulsory Childcare Register requirements

This setting has not 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

There are some inconsistencies in the quality of teaching and interactions. Younger children experience a curriculum that promotes exploration, confidence and independence. Staff also read stories with enthusiasm, introducing new animal language to capture children's attention and extend their vocabulary. Although children engage positively in their play, progress is variable. The curriculum for older children is not sufficiently challenging to extend their thinking or deepen their knowledge, which limits how well some are prepared for their next steps in learning. Although the needs of children with special educational needs and/or disabilities are recognised by staff, there are inconsistencies in the level of support these children receive. Leaders do not effectively monitor whether planned strategies are being implemented so every child can participate fully and make secure progress in their learning.

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

Children benefit from reassurance, comfort and calming interactions, which help them feel safe and secure in this setting. Staff begin to build warm relationships with children and families from the moment they start at the setting. Staff learn about each child's routines, preferences and home experiences. This enables them to respond sensitively to the children's individual needs. Children form close bonds with staff and with each other. They show this in joyful ways, such as holding one another's hands and skipping together to circle time. They giggle together and confidently join their peers to sing nursery rhymes. This reflects their sense of belonging in the setting.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 18:00

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure that the needs of children with special educational needs and/or disabilities are met through agreed strategies that are understood and consistently implemented by all staff 21/04/2026

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Action Completion Date

improve staff supervision sessions to accurately identify any training needs and to support staff wellbeing 21/04/2026

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Action Completion Date

ensure the curriculum provided for older children enables them to develop the learning and skills they need to be ready for school 28/04/2026

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About this inspection

The inspector spoke with leaders 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. Local authority: Bristol City of

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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 standard 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 standard 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. 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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