Becket Hall Day Nursery

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About Becket Hall Day Nursery

Name Becket Hall Day Nursery
Ofsted Inspections
Address St Thomas Street, Bristol, BS1 6AA
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Bristol
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and build secure relationships with their key person.

They receive a warm welcome upon arrival and settle in quickly. New children benefit from a gradual settling-in programme, which staff tailor to meet the child's individual needs.Staff have high aspirations for all children.

They have identified a set of core aims that they would like 'The Becket Hall Child' to achieve during their time at the nursery. For example, staff encourage children to develop a strong ability to express themselves. They have introduced a 'choice' board with pictures for children to choose their preferred play activity and ...take a lead in their own learning.

Children learn to manage their emotions well. Any minor disputes are quickly resolved between children, without the need for adult intervention. Staff are good role models in promoting positive, respectful behaviour.

Babies and young children make good progress in their development from their starting points, in readiness for the next stage of their learning.Due to the COVID-19 (coronavirus) pandemic, staff introduced innovative ways to communicate with children and their families during the national lockdown. For example, staff produced a video for parents with suggestions to help them support their child's toilet training at home.

Children were also able to safely access online yoga and circle time sessions led by familiar nursery staff.

What does the early years setting do well and what does it need to do better?

Leaders and staff work collaboratively to embed the 'key experiences' outlined in their curriculum. There is a real focus in promoting children's sensory learning opportunities, which staff have categorised as 'our world, our senses, our bodies' and 'our feelings.'

Staff make effective use of their assessments of children to monitor their progress and identify the next steps in learning. Staff plan daily activities based on children's interests, such as exploring different transport vehicles. However, at times, some planned adult-led activities for younger children are pitched too high to enable them to fully engage in purposeful learning.

Children develop effective language and communication skills. They listen attentively to staff as they read stories and enjoy singing familiar nursery rhymes. Staff use picture cards and visual timetables to aid children's communication and help them to understand expectations.

However, although there are opportunities for children to hear language and learn new words, staff place less emphasis on promoting the use of children's home languages.Staff provide an enabling environment, which supports children's physical development. Babies learn to crawl and move their bodies in different ways, showing good control and balance.

Older children show good hand-to-eye coordination as they carefully place small balls onto guttering and watch them roll down. They also learn to use different tools while exploring the herb-infused play dough.Children develop good social skills.

They sit together for mealtimes and are polite and courteous to one another. They learn to share and take turns and staff reinforce positive behaviour, such as reminding children to show 'kind, gentle hands'. Staff offer healthy food choices and cater for children's specific dietary needs, such as vegan and dairy free options.

They teach children about the importance of looking after their bodies and the manager is currently working on a toothbrushing programme to promote good oral health.The manager coordinates the provision for children with special educational needs and/or disabilities. She liaises with other professionals, including Portage workers and speech and language therapists, to ensure children receive timely support and that no child is left behind.

Parents are highly complimentary about the nursery provision. They comment that staff are very approachable, and their children are developing good social skills and make huge progress. Staff work closely with parents and provide regular updates about their child's progress, such as through online video calls.

The manager supports her staff team well. She meets with them regularly to identify future training and address any concerns. The manager runs a weekly special educational needs coordinator clinic for staff to discuss their key children and offer additional support.

Staff comment that they find these sessions very helpful.


The arrangements for safeguarding are effective.Leaders and staff demonstrate a secure understanding of their role to keep children safe from harm.

Staff are knowledgeable about the procedures for reporting any welfare concerns about a child, as well as the nursery's whistle-blowing policy. Leaders ensure staff receive regular safeguarding training to keep their knowledge up to date. For example, staff are aware of wider safeguarding issues, such as child exploitation and county lines.

Recruitment and vetting procedures are thorough. The manager ensures all newly recruited staff, who are waiting for their suitability checks, are never left unsupervised with children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: build on the opportunities for children who learn to speak English as an additional language to hear and use their home language support staff in planning suitable adult-led activities that take into account children's prior knowledge and what they need to learn next.

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