North Street Nursery

North Street Nursery

Unique reference number (URN): 2507777 Address: 226 North Street, Bedminster, Bristol, Somerset, BS3 1JD Type: Childcare on non-domestic premises Registered with Ofsted: 19/11/2018 Registers: EYR Registered person: Nursery Village Ltd

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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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Children's welfare and wellbeing Expected standard

Leaders have prioritised children's wellbeing during a period of change, helping to ensure that children continue to access a safe and nurturing environment. Children have built strong, positive relationships with their key person, ensuring they feel confident to explore new activities within the environment. Children demonstrate a sense of belonging, particularly in baby and pre-school rooms, and know who to seek out for comfort and reassurance when needed.

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Children's welfare and wellbeing Expected standard

Children in the toddler room are supported to understand the importance of healthy eating through meaningful experiences. Staff sit with children during snack time and discuss the fruit available to them, allowing them to make an active choice about what they would like to eat. Babies also benefit from effective and consistent snack time routines. Staff supervise them closely while they eat, model positive behaviours, link food to signs and use the opportunity to support their communication and social development.

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Children's welfare and wellbeing Expected standard

Staff support children to manage their feelings and navigate disagreements with others. As a result, children learn to resolve conflicts respectfully and develop the confidence to do this increasingly independently. Children in the pre-school room are supported to make choices throughout the day, and staff respond sensitively to their needs. This helps children to develop confidence, independence and a positive sense of self. Children are generally happy, settled and comfortable within their surroundings.

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Leadership and governance Expected standard

The provider notified Ofsted about a previous significant event relating to supervision. They have since reflected and taken appropriate action to strengthen this. Leaders are receptive and open, demonstrating a commitment to continuous improvement, and take timely action when areas for development are identified, helping to promote children's safety and wellbeing.

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Leadership and governance Expected standard

The setting has recently undergone changes in its leadership team. Leaders demonstrate an accurate understanding of the setting's strengths and areas for development. They have begun to implement actions to address identified weaknesses. Leaders make decisions in the best interests of the children, carefully considering how changes to practice will improve children's experiences and outcomes. However, these changes are at an early stage and it is too soon to see a sustained, positive impact on children's learning, development and progress at this point. Parents report that they have seem positive changes to the communication since the change in leadership.

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Leadership and governance Expected standard

Staff comment that they feel supported and valued as part of a team. Leaders ensure that staff are now beginning to access appropriate training and development to strengthen practice across the setting.

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Achievement Needs attention

Not all children make the progress they are capable of. Some children, including those with potential barriers to their learning, do not engage fully in learning experiences. As a result, they do not consistently develop the knowledge, skills and understanding needed to support their next steps in learning.

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Achievement Needs attention

Children make some progress in their communication and language. For example, children in the pre-school room enjoy listening to books and predicting what might happen next. Babies develop early language skills through meaningful links between songs and familiar objects. However, at times other environments within the setting become loud, and therefore children cannot always hear instructions or conversations, which affects their engagement and participation in learning.

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Achievement Needs attention

Children develop some independence skills that will support later learning. For example, children in the pre-school room are encouraged to self-serve water and lunch, clearing away when they are finished. Babies develop their sensory skills as they explore a range of objects. Some babies mouth objects, others use their hands, while some observe with curiosity, supporting their exploration and understanding of the world. Although children develop some skills across the nursery, opportunities to build on and extend learning are not consistently effective, resulting in variable progress for children.

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Behaviour, attitudes and establishing routines Needs attention

Staff working with toddlers do not consistently implement leaders' expectations for children's behaviour, attitudes and routines. Inconsistencies in practice mean that children are not always supported to move smoothly between routines and activities, which affects their engagement and sense of security.

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Behaviour, attitudes and establishing routines Needs attention

In the pre-school and baby room, routines are beginning to show consistency, which allows children to develop their confidence and independence. For example, pre-school children all understand the expectations of them at tidy-up time and work collaboratively to do so. Babies are prepared well for transitions. Staff use tidy-up songs to help them understand what is happening next and to support independence, creating emotional security from familiar routines.

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Behaviour, attitudes and establishing routines Needs attention

Children are generally happy, settled and enjoy playing collaboratively with each other. Relationships between children and staff are positive. Babies seek familiar adults for comfort, and toddlers join in with singing and dancing. Pre-school children share their successes when building towers.

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Behaviour, attitudes and establishing routines Needs attention

Leaders and staff have an awareness of the importance of regular attendance. Staff understand the setting's policies and procedures for following up unexplained absences and take appropriate action when children do not attend as expected. This helps to promote children's welfare and supports continuity in their learning and development.

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Curriculum and teaching Needs attention

The implementation of the curriculum is inconsistent and not designed in a way that ensures children's learning builds progressively over time. Staff do not always have a secure understanding of how children learn and develop and consequently do not provide experiences that build on children's prior learning. As a result, much of children's learning is incidental rather than carefully planned to support their next steps. Children are not consistently encouraged to engage with adult-led activities, and therefore are missing key learning opportunities.

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Curriculum and teaching Needs attention

Staff embed mathematical language throughout the day. For example, older toddlers are supported to count objects, and younger toddlers are exposed to language such as 'empty', 'full', 'more' and 'less' during a messy play activity. However, opportunities for explicit mathematics teaching are not effective, as the learning intention is not always clear. Staff do not consistently enable children to explore the natural world around them. Consequently, children have limited opportunities to develop their knowledge and understanding of the natural world through first-hand experiences.

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Curriculum and teaching Needs attention

Leaders understand what high-quality teaching and an ambitious curriculum look like in practice. Leaders have accurately identified weaknesses in provision and have put a plan in place to develop staff understanding of effective teaching and the curriculum. However, these actions are at an early stage and are not yet having an impact on children's progress and learning.

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Inclusion Needs attention

Staff do not consistently use strategies to ensure that all children are engaged in learning. As a result, more confident children often take the lead in discussions and quieter children have fewer opportunities to express their thoughts and ideas. Staff's understanding of how to adapt interactions and activities to meet individual needs is not yet fully secure. This means that some children face barriers to learning that are not consistently addressed.

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Inclusion Needs attention

Leaders are aware of children with special educational needs and/or disabilities (SEND) and have appropriate plans in place to support those children. For example, leaders ensure additional adult support is available when needed to help children participate successfully in learning experiences and leaders implement a graduated approach to support these children. As a result, children with SEND are supported to take part in learning experiences and are helped to overcome barriers to their learning. Leaders seek the support of external agencies to ensure that relevant training is in place to support children with SEND. Leaders and staff engage well with parents and carers to help meet the needs of children with SEND.

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

Children's experiences are inconsistent. Not all children engage fully in learning experiences, and some children are not consistently supported to participate during adult- led activities. As a result, quieter children have fewer opportunities to share their ideas and join in. Children show enthusiasm when adults offer guided activities, such as messy play, outside access or mathematics. However, these are not planned sufficiently to meet children's individual learning needs. As a result, some children are not appropriately supported or challenged and do not make the progress they are capable of.

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

Typically, children access the outdoor environment regularly. However, opportunities to explore and develop their understanding of the natural world are limited. Consequently, not all children make the progress they are capable of from their starting points. Children are cared for in an environment where their welfare and wellbeing are promoted, although improvements to teaching and curriculum implementation are needed to improve outcomes for all children. While children feel safe and secure in the setting, the quality of children's learning experiences is not yet consistently effective in supporting progress for all children.

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

Children are generally happy and settled in the setting and have built positive relationships with staff. Babies seek familiar adults for comfort and reassurance, and most children know how to access support when they need it. Children enjoy spending time in free-flow play with their peers and have access to a range of activities across the setting. They develop some independence skills throughout the day. For example, children make choices about their play and the activities they access. They also enjoy social interactions with their peers and staff, particularly during mealtimes.

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Next steps

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

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Action Completion Date

ensure that the curriculum is ambitious and well sequenced and that staff have the knowledge and skills needed to implement it effectively 29/09/2026

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Action Completion Date

strengthen the planning of outdoor learning to provide purposeful experiences that develop children's understanding of the natural world through first-hand experiences 29/09/2026

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Action Completion Date

support staff to ensure that quieter children are actively engaged in adult-led activities and have opportunities to contribute their ideas and thinking 25/08/2026

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Address:

226 North Street Bedminster Bristol Somerset BS3 1JD

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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

review staff deployment during routines to ensure that key learning opportunities and interactions are not interrupted 25/08/2026

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About this inspection

The inspectors spoke with leaders, staff, children, parents and carers 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

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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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