Your Co-op Little Pioneers Nursery and Pre-School, Bristol

School, Bristol

Unique reference number (URN): 150720 Address: The British Empire & Commonwealth Museum, Clock Tower Yard, Temple Meads, BRISTOL, BS1 6QH Type: Childcare on non-domestic premises Registered with Ofsted: 18/01/2001 Registers: EYR, CCR, VCR Registered person: Buffer Bear 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 Needs attention

Some children make appropriate progress from their starting points. However, not all children, particularly those with barriers to learning, make the progress they are capable of. Children do not consistently receive the support they need to achieve well. The learning environment for babies and older children is not fully considered. At times, high noise levels, inconsistent behaviour management and arrangements for sleeping mean some children become unsettled and are unable to engage fully in learning. This limits their progress.

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Achievement Needs attention

Children do not consistently experience an ambitious curriculum that helps them to build the knowledge and skills they need for future learning. For example, older children do not receive consistent support to share, take turns or develop an awareness of the feelings and emotions of others. Nevertheless, younger children show developing independence as they use cutlery with support at mealtimes and join in with familiar routines. Babies become increasingly confident movers as they navigate the environment and handle a range of toys with growing control.

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Behaviour, attitudes and establishing routines Needs attention

Staff do not consistently establish routines that help all children ro feel settled and ready to learn. For example, older children leave the table during mealtimes and spend time waiting for their snacks to be served. During these periods, children are not engaged in meaningful learning and the environment lacks a calm atmosphere. Staff working with younger children generally manage routines more effectively. They gain children's attention through singing, give clear and simple instructions and provide appropriate support as children wash their hands. This helps younger children to understand daily routines and encourages some to follow them independently. Leaders work with parents and carers to promote regular attendance so that children develop positive habits for school. Children who attend regularly settle well and build positive relationships with staff. However, staff do not organise babies' sleep routines

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Behaviour, attitudes and establishing routines Needs attention

effectively. They encourage all babies to sleep at the same time, regardless of their individual needs. Babies who are not ready to sleep become unsettled and move around while staff prepare sleep mats. Staff working with older children do not consistently have high expectations for their behaviour or respond promptly to unwanted behaviour. For example, children become upset when others knock down the models they are making. Staff do not consistently support children to share and take turns. This leads to children being upset and unsettled, disrupts their learning and has a negative impact on their wellbeing.

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Children's welfare and wellbeing Needs attention

Staff do not consistently promote children's wellbeing and welfare. At times, the pre-school room becomes noisy because children are not engaged in purposeful learning. This does not provide a calm environment where children feel secure and ready to learn. Staff do not organise babies' sleep routines effectively. They do not always follow children's individual sleep needs, which results in some babies becoming unsettled and crying. Hygiene practices are also inconsistent. Staff do not always maintain appropriate standards during snack times. For example, children eat from bowls and cups while sitting on the floor, allowing them to roll across the carpet where children walk and touch them with outdoor shoes. In addition, staff do not replace dirty or damaged blankets and sheets used at sleep time promptly enough.

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Children's welfare and wellbeing Needs attention

Staff are typically caring and treat children with kindness. They comfort children who become upset, for example, by cuddling babies when they need reassurance. Staff know children's dietary requirements and ensure children enjoy healthy meals. They encourage children to wash their hands before eating, apply sun cream and make sure children wear hats when playing outdoors. Some staff help children to understand the benefits of eating healthy foods, supporting their awareness of healthy lifestyles, and talk to children about washing germs from their hands.

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Curriculum and teaching Needs attention

Staff have a suitable understanding of the curriculum, although this is not yet securely embedded. They generally know their key children's individual learning needs and are aware of the support they require. However, staff do not consistently provide teaching and interactions that help all children to make the progress they are capable of. Staff have started to use strategies to support children with barriers to learning, including visual communication cards, visual timetables and approaches to help children manage their emotions and behaviour. However, these strategies are not implemented consistently, reviewed effectively or adapted to have the intended impact.

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Curriculum and teaching Needs attention

Staff do not ensure that all children benefit from purposeful learning experiences. For example, staff read stories to older children during busy and noisy times, making it difficult for children to listen, concentrate and fully develop their communication and language skills. Staff do not consistently use opportunities to extend babies' and younger children's learning as interactions are often brief. Children move away from activities without further encouragement to engage. Nevertheless, younger children enjoy singing familiar songs and rhymes. They enthusiastically use sponges and soapy water to wash toy vehicles. Staff support children's physical development as they encourage children to climb over and under obstacles in the garden. They also promote independence for older children by encouraging them to pour their own drinks and clear their plates after lunch.

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Inclusion Needs attention

Staff do not use strategies consistently or review them regularly enough to ensure they continue to meet children's changing needs. Some staff use strategies, such as visual 'now and next' boards and quiet spaces where children can regulate their emotions. However, weaknesses in teaching and the inconsistent implementation of support strategies mean that some children with additional needs do not receive the help they require consistently. As a result, some children do not develop the knowledge and skills they need for the next stage of learning. For example, staff do not consistently teach children how to manage their behavioural and emotional needs successfully. At times, children take toys from each other, raise their voices and disrupt the learning of others.

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Inclusion Needs attention

Leaders and staff recognise children's individual needs, including those who speak English as an additional language, children with medical or behavioural needs and those with gaps in their development. Staff use observations and assessments to identify children who need additional support. Leaders ensure staff understand their responsibility to identify concerns about children's development and seek advice from senior staff with greater experience or specialist training. They understand the processes for working with external professionals to secure additional support for children.

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Leadership and governance Needs attention

Leaders do not monitor the impact of training and professional development effectively enough. Supervision arrangements are not robust and do not consistently identify individual staff's development needs. As a result, leaders do not ensure that all staff have the knowledge and skills required to provide consistently effective care and education for children.

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Leadership and governance Needs attention

Leaders generally understand the provision's strengths and identify areas where improvements are needed. They have an action plan in place to improve the quality of care and education children receive. Leaders support staff wellbeing and manage workloads effectively. Staff report that leaders listen to them and provide regular opportunities to discuss their work-life balance. Leaders offer a range of training opportunities, including in- house and online training. For example, some staff have completed training to support children's behaviour and specific training to develop their understanding of babies' needs.

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Leadership and governance Needs attention

Leaders work with other agencies to support children and families. They seek advice from health visitors and speech and language therapists when children need additional support with their development. Leaders also work with local schools to support children's transitions, particularly those who face barriers to learning. However, leaders do not ensure that agreed strategies are embedded consistently enough to improve outcomes for all children.

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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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Voluntary Childcare Register requirements

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

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Register

When we check if settings meet the Voluntary 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 gather relevant information about children, including their dietary and medical needs. However, they do not consistently consider children's individual sleep routines. Some babies become upset at sleep time because they are not ready to rest. Although staff provide care and comfort, they do not always consider the environment. For instance, staff encourage some babies to dance next to those who are sleeping. This does not provide children with a calm and settled environment where they feel safe and secure. Children who attend regularly generally settle well. Leaders promote regular attendance to help children gain the most from the activities on offer. Leaders and staff work with parents and carers. They adapt settling-in arrangements to support children who need a slower introduction to nursery life. Most children show they feel safe and secure and form positive relationships with staff.

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

Staff recognise children's backgrounds, including the home languages they speak. They use different approaches to help children feel valued as part of the group and support them to learn English. Staff complete observations and assessments to identify gaps in children's development. They seek advice from leaders and other professionals and use strategies, including visual communication cards, to support children with special educational needs and/or disabilities. However, these approaches are not yet embedded securely. In addition, not all staff consistently interact and engage with children effectively to fully support children's learning and development and wellbeing. At times, noise levels rise and staff do not respond promptly to support children's behaviour. This prevents some children from engaging in meaningful learning and limits their progress. Some staff talk to children about the benefits of eating fruit and vegetables, helping them to develop their understanding of

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

healthy lifestyles. However, children's hygiene is not consistently prioritised. For example, children eat snacks from bowls and cups that have rolled around on the carpet and been touched by children's outdoor shoes. Nevertheless, children enjoy some activities. Younger children enthusiastically join in with familiar songs and actions. Older children enjoy completing obstacle courses in the garden, supporting their physical development.

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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 staff follow robust hygiene procedures that consistently promote children's welfare 23/07/2026

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Action Completion Date

improve staff's understanding of the curriculum so that they provide consistently effective interactions and learning experiences that support all children to make the progress they are capable of 21/08/2026

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Action Completion Date

ensure staff consistently implement effective strategies to support children to manage their feelings and emotions and promote positive behaviour 21/08/2026

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Address:

The British Empire & Commonwealth Museum Clock Tower Yard, Temple Meads BRISTOL BS1 6QH

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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Action Completion Date

strengthen supervision sessions and monitoring arrangements to identify staff's development needs and ensure professional development improves the quality of care and education children receive. 21/08/2026

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About this inspection

The inspectors spoke with leaders, staff, the special educational needs coordinator, 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.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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