Mama Bear’s Day Nursery

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About Mama Bear’s Day Nursery

Name Mama Bear’s Day Nursery
Ofsted Inspections
Address St Johns Church, Apsley Road, Bristol, BS8 2ST
Phase Childcare on Non-Domestic Premises
Gender Mixed
Local Authority Bristol
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Babies and children thrive at this setting, lead by enthusiastic, caring and nurturing staff. The ambitious and individualised curriculum supports learning based on their individual interests. Staff skilfully adapt activities to meet the individual need and age range of the babies and children.

This means all children make good progress in their learning including, children with special educational needs and/or disabilities (SEND) and those children who speak English as an additional language. Older children learn new vocabulary, such as 'spiky', and practise their fine motor skills using tweezers to pick up real slices of oran...ges and lemons. Staff strengthen children's thinking skills by using open-ended questions, such as 'What are you going to do with those?' the children respond, 'I am making an orange cake, it smells like oranges'.

Staff encourage independence for babies and younger children when they model washing hands before mealtimes, then allowing them to try themselves. Staff support communication and understanding by repeating the phrase 'wash hands' and introducing vocabulary such as 'cold'. Parents speak highly of the staff and the care their babies and children receive.

They comment on how well staff share information with them about their children's care and learning needs. Parents speak positively about the trips out of the setting, including a recent visit to the beach on the train. They discuss how their children recall these trips at home and how this provides varied learning experiences for their children.

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

The proactive manager implements a well-focused, challenging curriculum that effectively supports children from their starting points. Each child's interests and next steps in their learning are added to the 'planning wheel', ensuring that individual needs are met. The manager ensures that the curriculum is sequenced well across the setting.

For example, staff consistently use fingers to represent the tidy-up countdown from five to one, supporting children's mathematical development.Babies and children have daily opportunities to play outdoors and build on what they already know about the world. Older children enjoy a range of exciting activities that motivate and enhance their learning across all areas.

However, babies are not being provided with sufficient learning opportunities outside to enhance their curiosity and motivation to learn.The special educational needs coordinator (SENCo) is knowledgeable and collaborates well with parents and the local authority. Staff use effective assessment to monitor children's development.

This ensures that gaps in children's learning are swiftly identified and support plans are put in place to help close those gaps. The manager ensures effective communication between staff ensuring all staff are aware of these plans and implement them well. Advice or support is sought when needed from the relevant professionals.

Children's communication and language skills are promoted well through positive interactions with staff. Staff use various strategies, including story sacks, sign of the week and 'talking tunes', which is a programme that supports children's letter and sound awareness.Staff are sensitive to babies' individual needs, and babies feel safe and secure within their environment.

Staff build strong attachments and fully understand their role as key persons, ensuring that babies are well cared for and have the attention and support they need. For example, babies who are unwell are offered lots of cuddles and care. Parents are notified swiftly.

Children's emotional well-being is supported effectively from settling into the nursery, moving rooms or going to school. Older children have opportunities daily to discuss their feelings and babies enjoy small- group times using 'core books' that explore feelings.The manager supports staff well and ensures that they have opportunities to develop and update their professional knowledge.

For example, staff working with babies will be attending networking sessions on baby development. Staff feel valued and committed to their roles.Partnerships with the community is a strength of the nursery.

Visits to the local library, the farm shop and carol singing at Christmas, provide children with a variety of learning experiences, and the local charity shop generously donates resources to the setting.


The arrangements for safeguarding are effective.Staff demonstrate a strong understanding of their duty to protect children and report any concerns they may have about a child's well-being.

The manager has robust, effective and efficient recruitment procedures in place. This helps to ensure that any adults working with children are suitable to do so. Management monitors ongoing staff suitability through regular supervisions and appraisals.

The environment is regularly risk assessed and adapted where necessary, to ensure that it is safe and secure for all children. The staff undertake regular training in safeguarding, receive updates at staff meetings and know the importance of following correct procedures.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review the outside area for under twos to enhance opportunities to build on their overall learning outdoors.

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