Clifton Tots Day NurseryOfsted report card, 28 Jul 2026

Clifton Tots Day Nursery

Unique reference number (URN): EY478274 Address: Clifton Tots Day Nursery, 12 Grove Road, Redland, BRISTOL, BS6 6UJ Type: Childcare on non-domestic premises Registered with Ofsted: 18/06/2014 Registers: EYR, CCR, VCR Registered person: Clifton Tots Ltd

p.1

Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm.

p.2

Safeguarding standards not met

Leaders do not ensure that staff understand and fulfil their safeguarding responsibilities. Staff knowledge of how to identify, record and report concerns about children's safety and welfare is inconsistent. Some staff do not recognise when information is a concern and should be recorded or shared, while others do not demonstrate a secure understanding of how to respond to concerns about a child's welfare. Staff do not use professional curiosity effectively when concerns arise about children's wellbeing.

p.2

Safeguarding standards not met

Leaders do not respond appropriately to concerns about the conduct of adults working with children. They do not follow safeguarding procedures or seek advice from relevant agencies when concerns arise. These weaknesses delay appropriate action, reduce safeguarding oversight and compromise the effectiveness of arrangements to protect children from harm.

p.2

How we evaluate safeguarding

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

p.2

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.

p.2

Achievement Urgent improvement

Children do not make sufficient progress through the curriculum, because it is not broad or ambitious. It is not effectively sequenced to help children progress and sustain their learning. Children do not experience meaningful interactions that promote their learning and development across all areas. As a result, children do not develop their knowledge and skills as well as they could.

p.2

Achievement Urgent improvement

Children access a range of activities, but these do not help them build knowledge and skills over time. For example, children spend extended periods building with bricks or playing with dolls. While children enjoy these experiences, this is not deepening children's learning or closing gaps.

p.2

Achievement Urgent improvement

Children who face barriers to their learning and wellbeing do not receive learning experiences that meet their individual needs. As a result, gaps in learning remain. Consequently, children do not develop the knowledge, skills and confidence they need for their next stage of learning and, where appropriate, for school.

p.2

Behaviour, attitudes and establishing routines Urgent improvement

Leaders have not established a positive environment with clear expectations for behaviour. Staff do not implement behaviour expectations effectively or provide children with the support they need to understand routines and expectations.

p.3

Behaviour, attitudes and establishing routines Urgent improvement

Leaders do not implement the key-person system effectively. Many staff do not know which children they are responsible for and do not know children well enough to understand their individual needs, stage of development or next steps in learning. Leaders do not ensure that all parents know who their child's key person is. As a result, many staff do not build secure relationships with children or provide support that reflects children's individual needs and circumstances.

p.3

Behaviour, attitudes and establishing routines Urgent improvement

Staff do not demonstrate the knowledge and skills required to support children's learning, behaviour and development. They cannot clearly identify children's developmental levels or explain how they support children to make progress. Although some staff recognise when some younger children are ready to achieve developmental milestones, such as around toilet training, they do not consider how to adapt practice or the environment to support children at the earliest opportunity. This delays children in reaching some of their milestones.

p.3

Behaviour, attitudes and establishing routines Urgent improvement

Staff do not demonstrate that they understand how to help children understand routines and expectations. For example, during mealtimes, staff sometimes pick children up and move them to the table rather than helping them understand what is expected. Staff provide limited explanations and do not use these opportunities to promote independence. When children throw toys, staff do not help them understand the impact of their actions on others or redirect them towards appropriate play. Consequently, staff do not support children to develop the independence, self-regulation and social skills they need to learn and interact positively with others.

p.3

Children's welfare and wellbeing Urgent improvement

Leaders do not ensure that children experience a safe, nurturing and well-managed environment that promotes their welfare and wellbeing. Leaders do not implement effective procedures for obtaining, recording and monitoring information about children's welfare. Staff do not consistently gather, record or review information relating to injuries, accidents and concerns about children's wellbeing. Leaders do not maintain effective oversight of this information, and do not ensure that records are accurate, complete or used to inform safeguarding decision-making. As a result, leaders cannot demonstrate effective monitoring of concerns or identify patterns that may indicate children are at risk of harm.

p.3

Children's welfare and wellbeing Urgent improvement

Leaders do not deploy staff effectively to ensure children's safety throughout the day. Staff do not maintain sufficient supervision of children or the environment and do not consistently identify potential risks. For example, children engage in potentially unsafe behaviour, such as climbing and jumping on furniture, without staff providing appropriate support, guidance or intervention. Staff also do not identify when children require immediate care and support. On several occasions, staff did not recognise that children were wearing wet clothing. This has a negative impact on children's health and wellbeing. Leaders do not maintain effective oversight during daily routines. For example, during mealtimes, staff do not consistently notice when children leave their seats or attempt to retrieve food from the floor. These weaknesses demonstrate that staff do not remain sufficiently alert to children's needs, actions and wellbeing.

p.3

Children's welfare and wellbeing Urgent improvement

Leaders do not ensure that staff have the knowledge, skills and vigilance required to keep children safe and meet their care needs. As a result, staff do not consistently identify risks, respond promptly to children's needs or maintain a safe environment. Staff demonstrate an awareness of safer-sleep guidance and follow appropriate arrangements for sleeping children.

p.4

Curriculum and teaching Urgent improvement

Leaders do not have an accurate understanding of the quality of the curriculum and teaching. Their monitoring and evaluation do not identify weaknesses or the improvements needed to ensure that all children receive high-quality learning experiences.

p.4

Curriculum and teaching Urgent improvement

Leaders do not ensure that staff implement a broad curriculum with high enough expectations for what children can achieve. Many staff are inexperienced, and leaders do not provide them with sufficient support to develop the knowledge and skills required for their roles. Consequently, staff do not have a secure understanding of what they want children to learn and cannot clearly identify the intended learning behind activities and experiences. Staff often provide activities that focus on completing routine tasks rather than promoting purposeful learning. For example, children create medals and enjoy the activity. However, staff cannot explain the purpose of the activity or identify what they want children to learn.

p.4

Curriculum and teaching Urgent improvement

Staff demonstrate limited knowledge of how to deliver the curriculum and support children's learning and development through their interactions. They frequently ask repetitive questions and ask children to repeat what they have said rather than extending conversations, introducing new vocabulary or promoting children's own thinking. For example, during play-dough and mark-making activities, staff do not use discussion or targeted questioning well. Children are not able to develop their language, communication and thinking skills further. In the outdoor area, children spend their time running around while staff supervise from a distance. Staff do not engage children in purposeful learning, model play, or use these experiences to extend children's development.

p.4

Curriculum and teaching Urgent improvement

As a result, staff do not provide children with high-quality experiences or purposeful interactions that build on their learning and development. This limits children's opportunities to develop new knowledge, skills and understanding. This hinders the progress they are capable of making.

p.4

Inclusion Urgent improvement

Leaders and staff do not identify children with barriers to learning quickly or accurately enough. Staff do not know children well enough to recognise emerging needs, understand how these affect children's learning and wellbeing, or identify when additional support is needed. Although some staff can describe children's individual needs and areas of need, they do not recognise these as barriers to learning. They do not think about how they can adapt interactions and activities to support children effectively. For example, some staff identify that children are experiencing barriers to their learning. They describe actions they would take to support children. Some children require help to understand and manage their emotions. However, these strategies are not evident in practice, and staff do not support children's emotional development effectively. For example, staff say 'stop' or 'don't do that' with no follow up. This does not help children understand how to manage and understand

p.4

Inclusion Urgent improvement

Children with previously identified needs receive support from external agencies that visit the setting. However, leaders and staff do not use assessment information effectively to identify other children who may need additional support. As a result, some children's needs remain unidentified, and opportunities for early interventions are not implemented.

p.5

Inclusion Urgent improvement

Leaders have not sufficiently trained staff to identify, assess, plan and review support, nor do they make it clear who staff can seek for help with this. Overall, the weakness in the provision means that children who need additional support are not given the help they require to make meaningful progress in all areas of their learning and development.

p.5

Leadership and governance Urgent improvement

Leaders have failed to keep sufficient oversight of safeguarding practices and procedures at the setting. They do not ensure that staff have the knowledge and understanding needed to follow safeguarding procedures and respond appropriately when concerns arise about children's safety and welfare. Leaders have also failed to follow safeguarding procedures in line with policies when concerns and allegations have been raised about adults working with children. Breaches of statutory requirements, including those relating to safeguarding, have a significant impact on children's safety, wellbeing and learning and place children at risk of harm.

p.5

Leadership and governance Urgent improvement

Leaders do not ensure that staff receive the support, training and professional development they need to carry out their roles effectively. Although leaders have introduced and adapted a training programme, this has not yet improved the quality of practice. Many staff are inexperienced and lack the knowledge and skills needed to deliver a meaningful curriculum, support children's learning and development, and fulfil their safeguarding responsibilities. However, some staff report that they enjoy working at the setting and feel supported by leaders.

p.5

Leadership and governance Urgent improvement

Leaders do not support staff to identify children's barriers to learning accurately or establish secure relationships that support children's learning and wellbeing. Leaders do not ensure that all parents know who their child's key person is or that they understand the role of the key person in supporting their child's learning, development and wellbeing.

p.5

Leadership and governance Urgent improvement

Leaders do not monitor staff practice rigorously enough to identify weaknesses and secure improvement. As a result, leaders do not have an accurate understanding of the quality of education, care and safeguarding across the setting, and children do not receive the support they need to make steady progress. Parents report that their children enjoy attending and developing relationships with their peers.

p.5

Compulsory Childcare Register requirements

This setting has not met the requirements of the compulsory part of the Childcare Register.

p.6

Register

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

p.6

Voluntary Childcare Register requirements

This setting has not met the requirements of the voluntary part of Childcare Register.

p.6

Register

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

p.6

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

Leaders fail to maintain sufficient oversight of safeguarding practices and procedures. They do not ensure that staff understand how to respond appropriately to concerns about children's safety and welfare. Leaders also fail to follow the correct safeguarding procedures when allegations are made against staff. Staff do not supervise children well enough to help keep them safe. These breaches of statutory requirements, particularly those related to safeguarding, have a significant impact on children's safety, wellbeing and learning. Consequently, children are exposed to a risk of harm. Children do not benefit from an effective key-person system. Some staff do not provide the care, support and reassurance that some children need to feel emotionally secure. While some children engage in activities, others receive less support to develop a sense of belonging and emotional wellbeing. Nevertheless, some babies enjoy warm interactions with

p.6

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

staff, who provide cuddles and reassurance when they are upset or tired.

p.7

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

Children do not consistently receive the support and challenge they need to make good progress in their learning. They do not experience an ambitious and well-sequenced curriculum that builds on what they already know and can do. Staff do not consistently recognise children's individual learning needs or adapt their interactions and teaching to help children overcome barriers to learning. As a result, some children are less engaged in learning, and opportunities to develop their knowledge and skills are limited. Consequently, children do not make the progress they are capable of across all areas of learning.

p.7

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

Children access a range of activities and resources that interest them. Staff take children on trips within the local community, helping them learn about the world around them. Children of all ages enjoy listening to stories and joining in with familiar songs and rhymes. Some staff build positive relationships with children and their families. Leaders work with parents to support children's attendance and agreed sessions.

p.7

Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

p.7

Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

p.7

Action Completion Date

ensure that all staff with lead responsibility for safeguarding understand the procedure to follow if concerns are raised about staff practice, including the requirement to refer to relevant external agencies 30/07/2026

p.7

Action Completion Date

ensure that all staff have the knowledge and understanding of safeguarding procedures, including how to identify and act on concerns that may put children at risk of harm 30/07/2026

p.7

Action Completion Date

improve procedures for gathering, maintaining and sharing information relevant to ensuring children's safety and wellbeing 30/07/2026

p.7

Action Completion Date

ensure that all staff adequately supervise children to ensure their safety and meet their individual needs 30/07/2026

p.7

Action Completion Date

ensure that all children have a named key person, to work with parents and other professionals to meet children's individual needs 03/08/2026

p.8

Action Completion Date

provide appropriate training and support for staff to ensure they understand their roles and responsibilities and improve their interactions with children 31/08/2026

p.8

Action Completion Date

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

p.8

Action Completion Date

develop and deliver a curriculum that is broad and ambitious to build on what children already know and can do, to help them make sufficient progress in learning 11/09/2026

p.8

About this inspection

The inspectors spoke with leaders, staff, parents and carers and children during the inspection.

p.8

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.

p.8

About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

p.8

Address:

Clifton Tots Day Nursery 12 Grove Road, Redland BRISTOL BS6 6UJ

p.9

Address:

Type: Childcare on non-domestic premises

p.9

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

p.9

Facts and figures used on inspection

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

p.9

Exceptional

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

p.9

Strong standard

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

p.10

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.

p.10

Needs attention

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

p.10

Urgent improvement

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

p.10

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.

p.10

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 .

p.10

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 .

p.10

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.10

Urgent improvement

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

p.10