Bright Horizons Bristol Long Ashton Day Nursery and Preschool

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About Bright Horizons Bristol Long Ashton Day Nursery and Preschool

Name Bright Horizons Bristol Long Ashton Day Nursery and Preschool
Ofsted Inspections
Address C/o David Lloyd Tennis Centre, Ashton Road, Bristol, Avon, BS3 2HB
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority NorthSomerset
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are very happy to attend this nursery. They arrive confidently and settle quickly. Children form strong attachments to their key person.

They clearly feel safe and secure as they independently explore the surroundings. The setting has a heuristic approach to play and staff encourage children to explore the wide range of natural resources on offer.The setting prioritises children and staff's emotional well-being.

Children form good friendships with their peers. Staff have high expectations of all children. They encourage them to consider others' feelings and children learn from a young age to share and take tur...ns.

Children encourage each other to be polite and use good manners. Staff provide plenty of opportunities for children to develop their independence and self-help skills. For example, older children readily help with tasks, such as sharing out plates and cups ready for lunch.

Staff treat children with respect and dignity when meeting their personal care needs. Younger children are familiar with care routines and are encouraged to do up their own clothing.

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

The manager has an ambitious vision for the nursery.

She is passionate about providing children with rich learning experiences that support them to become well-rounded individuals.Staff enjoy taking ownership for delivering a broad and varied curriculum that follows children's interests. Learning experiences are meaningful for children.

For example, children enjoy baking space biscuits linked to a story they have read. Consequently, children are engaged and enthusiastic about their learning.The key-person system is effective.

Staff know children and their families well. They track children's development and set appropriate next steps for them. Staff adapt learning to meet children's individual needs.

All children, including those with special educational needs and/or disabilities, make good progress from their starting points.Overall, staff support children's communication and language development well. Babies benefit from regular singing and enjoy joining in with the actions to nursery rhymes.

Staff provide narration while young children play. However, some staff ask too many questions and do not provide enough time for children to respond, particularly those children who are much quieter than their peers. This means that some children do not develop as much language as they could.

Children benefit from a range of books within the environment linked to their learning. They eagerly listen to staff reading with great expression. This helps children to learn new vocabulary and develop a love of books.

Routines, such as mealtimes, have been reviewed and improved. Staff interact warmly and support children to develop key life skills. Even babies practise the importance of good personal hygiene.

For example, they try wiping their own hands after eating and putting the wipes in the bin.The nursery establishes positive partnerships with families and external agencies. Parents are very happy with the regular communication they receive, including daily updates.

They report how pleased they are with the progress their children are making. Staff encourage parents to support children's learning at home. For example, children take home bags to collect a range of autumnal resources with their families.

All staff feel extremely well supported by the leadership team. Robust induction processes are in place for new staff. The manager creates an ethos that supports mental well-being.

Consequently, all staff have positive attitudes towards their work.The manager places high priority on the continued professional development of staff. She identifies training needs and provides staff with regular opportunities to attend courses, including on wider safeguarding issues.

However, not all staff reflect on these opportunities as well as they could, and some of their training knowledge is not yet fully embedded within their practice. The manager strives for continual improvement and plans to address this through regular focused staff meetings.


The arrangements for safeguarding are effective.

Staff attend regular safeguarding training and have a secure knowledge of how to protect children and keep them safe. They all know the signs that may indicate a child is at risk of harm. Staff know what to do if they have concerns about a child's well-being.

They are confident with the whistle-blowing procedures if they have concerns about staff conduct. The manager has attended safer recruitment training and ensures robust recruitment procedures are in place.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nincrease staff awareness of how to support children who are shy or quieter than their peers, to help them fully participate in activities and join in with conversations continue to make greater use of staff development to ensure all staff fully reflect on training that builds their knowledge of the wider aspects of safeguarding, such as 'Prevent' duty and county lines.

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