Memorable Moments Nursery & Preschool

Memorable Moments Nursery & Preschool

Unique reference number (URN): 2804983 Address: 92 Moorland Road, Weston-super-mare, BS23 4HT Type: Childcare on non-domestic premises Registered with Ofsted: 08/08/2024 Registers: EYR Registered person: Memorable Moments Limited

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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

All children make rapid progress from their individual starting points. They develop the knowledge, skills and attitudes they need for their next stage of learning. Babies develop independence as they feed themselves with spoons, begin to wipe their own hands and faces after meals and move with increasing coordination. They build secure attachments with staff, communicate their needs and explore their environment with curiosity and increasing mobility.

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Achievement Strong standard

Older children confidently manage familiar routines, pour their own drinks and help to prepare the breakfast table. They sustain conversations with their friends, listen carefully and respond thoughtfully. During imaginative play, children use an increasingly rich vocabulary as they recreate experiences from stories and take on different roles. Children explain that bananas give them energy, talk about healthy choices, count accurately and solve simple mathematical problems. They recall previous learning, such as the months of the year and changes in the weather. All children develop the confidence, resilience and the skills they need for school.

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Behaviour, attitudes and establishing routines Strong standard

Children behave with kindness, respect and consideration for others. Staff have high expectations and embed clear routines and boundaries that children confidently follow throughout the day, often without reminders. Children eagerly gather for the morning welcome circle. They respond with excitement when it is time to find out who is attending. Children show pride in taking responsibility for their environment. For example, they push-in their chairs and use positive manners naturally during everyday routines. Staff recognise and celebrate children's efforts, helping them to understand the positive impact of their actions.

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Behaviour, attitudes and establishing routines Strong standard

Staff establish expectations through calm and consistent practice and positive role modelling. They explain what will happen next, helping children to understand routines and move confidently between activities. The purposeful learning experiences that staff provide keep children motivated and engaged. During music and movement sessions, children listen carefully, follow instructions and enthusiastically clap, stomp, stretch and move in different ways. Staff encourage younger children to join in by modelling actions and offering reassurance, ensuring all children participate successfully.

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Behaviour, attitudes and establishing routines Strong standard

Staff successfully support children to make thoughtful choices in their play, cooperate well with others and sustain their attention during activities. Staff teach children how to share resources, take turns and show kindness towards their friends. Children respond positively to simple responsibilities, such as passing fruit to their friends at mealtimes. As a result, children develop positive attitudes towards learning, increasing independence and the self- regulation skills they need for school and beyond. Leaders and staff work closely with parents and carers to promote regular attendance and punctuality. This helps children to fully benefit from the experiences available.

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Children's welfare and wellbeing Strong standard

Staff place children's safety and welfare at the centre of their practice. They supervise children effectively, while encouraging their independence and confidence. For example, in the garden, children climb large tractor tyres to reach the basketball hoop. Staff remind children to give each other space. They allow them to take managed risks when they show they can complete the challenge safely.

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Children's welfare and wellbeing Strong standard

Staff provide calm and responsive care that reflects each child's individual needs. They work closely with parents and carers to understand their children's sleep routines, dietary requirements and weaning. Key persons recognise when babies are tired and follow familiar routines, offering milk, cuddles and reassurance to help them settle. Care routines promote secure relationships. For instance, during nappy changes, staff sing and talk to babies, helping them to feel valued. When babies become wet during water play, staff quickly wrap them in towels and support them to change into dry clothes.

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Children's welfare and wellbeing Strong standard

Staff respond sensitively to children's emotions. Children confidently seek comfort, support and encouragement from familiar adults. Staff promote healthy lifestyles by discussing sun safety, applying sun cream, wearing hats and drinking water. Mealtimes are calm social experiences where children develop independence. Children enjoy daily physical activity, including babies learning to walk who are supported to cruise with a guiding hand. Staff use regular yoga sessions to help to children develop confidence, self-esteem and strategies to regulate their emotions.

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Curriculum and teaching Strong standard

Leaders have designed an ambitious, inclusive and carefully sequenced curriculum that enables children to build their knowledge and skills progressively across all areas of learning. The curriculum places a focus on children's communication, personal, social and emotional development. This helps children to develop confidence, resilience and positive attitudes towards their learning. Staff know children well, and use regular assessment and monitoring to identify gaps, plan next steps and adapt teaching effectively. This ensures that all children, including those with special educational needs and/or disabilities, or additional barriers to learning, can access the curriculum successfully. Staff carefully consider the needs of every child, including younger children. For example, babies sit at the same height as their peers during mealtimes, ensuring they are fully included in social interactions and

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Curriculum and teaching Strong standard

Staff deliver the curriculum through consistently positive and purposeful interactions. They use open-ended questions to encourage children to explain their ideas, develop vocabulary and think deeply. For example, when children discuss acorns growing into oak trees, staff extend their understanding by exploring seasons, different types of trees and how seeds grow. Staff prioritise children's communication and language development throughout the day. They use sign language to support understanding and ensure that all children can express their needs, preferences and ideas. Staff naturally incorporate mathematics into everyday routines. For instance, during registration, children count chairs, cups and plates as they prepare for breakfast. Staff encourage children to notice when quantities do not match. They ask children questions, such as how many more items are needed, helping them to develop reasoning and problem-solving skills.

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Curriculum and teaching Strong standard

Staff provide engaging and meaningful experiences that inspire children's curiosity and enjoyment. Children develop a love of books as staff read expressively, using props, actions and questions to involve them in stories. During a jungle adventure story, children learn about explorers, jungles and jeeps. They pretend to drive the jeep, move forwards and backwards, and wave to imaginary animals. Younger children receive support to join in by making binoculars with their hands and counting as animals eat 5 bananas one by one. Children also benefit from experiences, such as cooking, baking, trips to the beach, park and local care home. Staff use these opportunities to consistently support children to develop the knowledge, skills and confidence they need for the future.

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Inclusion Strong standard

Leaders and staff create a highly inclusive environment where every child feels welcomed, valued and supported to succeed. They know children and their families well. Staff use accurate assessment to identify barriers to children's learning at the earliest opportunity. They adapt teaching, routines and resources to meet children's individual needs. This enables children with special educational needs and/or disabilities (SEND), children who speak English as an additional language and disadvantaged children to participate fully alongside their peers. Staff follow professional advice and work closely with parents and carers and other agencies to ensure children receive appropriate support.

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Inclusion Strong standard

Leaders ensure staff develop their knowledge through targeted professional development, including training that strengthens their understanding of local processes to support children with SEND. Staff make timely referrals and use additional funding purposefully. They monitor children's progress carefully to ensure support remains effective. Staff regularly share information with other settings and schools, providing consistency for children who attend more than one provision and supporting smooth transitions. Staff celebrate children's home languages and cultures. For example, children proudly bring books from home to share with staff and their friends. Staff use familiar words, signs and visual prompts during story time to support all children's understanding and participation. As a result, all children access the ambitious curriculum, make progress from their starting points and develop the confidence and skills they need for the next stage of their learning.

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Leadership and governance Strong standard

Leaders place children at the heart of every decision. They understand children, families and the local community well. Leaders use this knowledge to create an inclusive environment where every child feels valued and supported. They identify barriers to children's learning quickly, and take effective action to ensure that children receive the support they need to make progress. Leaders are highly reflective. They have an accurate understanding of the setting's strengths and areas for development. They use feedback from staff, parents and carers and professionals to improve outcomes.

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Leadership and governance Strong standard

Leaders provide targeted training and professional development to strengthen staff knowledge and skills. They identify priorities for improvement and use these to enhance teaching. For example, a recent mathematics focus supported staff to explore new and engaging ways to extend children's understanding of number. Staff continue to build their knowledge through online training linked to this focus. Staff say leaders support their workload and wellbeing well, and they feel valued as part of the team.

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Leadership and governance Strong standard

Leaders create a supportive culture where staff feel valued and listened to. Regular supervision sessions support staff wellbeing and development. Effective partnerships with parents and the wider community promote positive transitions and consistency. Parents value the feedback they receive and feel involved in their child's learning. Leaders use additional funding effectively to remove barriers and support every child to access the curriculum and make progress.

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

All children thrive from the ambitious, broad and carefully sequenced curriculum that staff deliver in a highly inclusive and positive environment. Children's happiness, wellbeing and development are at the heart of everything staff do. Children arrive excited for their day and are warmly welcomed by caring and dedicated staff. They quickly settle and confidently explore the wide range of learning opportunities available. Children show high levels of curiosity, involvement and enjoyment as they take part in meaningful experiences that build their knowledge and skills across all areas of learning. For example, children show delight during story time as they pretend to go on a jungle adventure. Staff skilfully use these moments to extend children's imaginations, language and understanding. This helps children to develop the skills they need for the next stage in their learning.

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

Children form secure and trusting relationships with staff, who know them well and respond sensitively to their individual needs. Children confidently seek out staff to share their ideas, ask for help and celebrate their achievements. Babies beam with joy as nurturing staff play peekaboo games, offer cuddles and reassurance, and talk about what they can see while sharing books together. Older children happily involve staff in their play. They enjoy conversations about their experiences, such as what they are going to do at the weekend. Children show they feel safe, valued and understood.

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

Children develop confidence, independence and a sense of responsibility through familiar routines and daily experiences. They follow routines without needing reminders, and show care and consideration for others. Older children proudly ask to help with simple tasks, such as preparing the table for breakfast. They proudly tell staff to look when they have put the flowers on the table, commenting they look nice. Children cooperate well, make choices in their play and approach new experiences with enthusiasm. Parents and carers work closely with staff to share important information about their children's individual needs. Leaders use this information effectively to provide consistent care and support children's wellbeing.

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Address:

92 Moorland Road Weston-super-mare BS23 4HT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Memorable Moments Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Leaders promote and monitor children's attendance. They follow clear procedures if there are unexplained absences to ensure the welfare and safety of children and families.

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Next steps

Leaders should sustain their reflective approach and continue to prioritise children's wellbeing, to drive further improvements and have a transformation impact on the outcomes and experiences for all children.

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About this inspection

The inspector spoke with leaders, staff, parents and carers and children 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: North Somerset

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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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