Mama Bear’s Day Nursery

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About Mama Bear’s Day Nursery

Name Mama Bear’s Day Nursery
Ofsted Inspections
Address The Bush, Wells Road, Bristol, BS4 2BA
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

Leaders and staff create a stimulating environment with a variety of resources based on children's interests. Children enjoy exploring the different areas of the nursery and independently accessing activities. For example, children access the cosy corner and select their favourite books, which staff read to them.

Children who enjoy music take part in dancing activities. They develop their gross motor skills and build relationships as they happily dance with their friends. They thoroughly enjoy their time at the nursery.

Following significant changes to the staff team, leaders now have a stable team that provides childr...en with continuity of care. Staff spend one-to-one time with children to help build strong bonds. As a result, children settle well and enjoy close and nurturing relationships with staff.

Children generally behave well and learn rules that teach them about respect and acceptable behaviour, such as 'good listening'. On occasions, when children display challenging behaviour, staff manage it positively by distracting children with toys of their choice.The daily routine supports children to develop high levels of independence.

Children wash their hands before eating snack, serving themselves food and pouring drinks. Staff consistently encourage children to 'have a go' and provide appropriate support where it is required.

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

Leaders have reflected on the weaknesses identified at the last inspection and made positive changes.

For example, the new manager has focused on improving communication with parents. Parents are now provided with regular information about the experiences that their children have and their individual learning focuses.Staff have a positive influence on children by role modelling the expectations that they have for children's behaviour.

However, staff do not consistently teach children to use good manners, for example saying 'please' and 'thank you'.Children with special educational needs and/or disabilities, and children who receive additional funding, are well supported. The manager and staff work closely with parents and other professionals to put individual plans in place.

This helps them to meet the children's needs and to progress their learning and development.Lunchtime is a sociable event as staff engage children in conversation and encourage them to share experiences from their home life, for example by asking children questions about their siblings. Occasionally, quieter children are not fully included in these conversations.

Children benefit from daily outdoor play. They enjoy running, climbing, jumping and playing with their friends. They have opportunities to use their imagination as they 'make cakes' in the mud kitchen.

Staff support their communication skills by encouraging them to talk about what they are doing.The manager closely monitors staff practice to ensure children receive good levels of care and education. Staff are provided with opportunities for professional development to help improve the outcomes for children.

Following oral health training, staff organise activities for children to learn about brushing teeth and the benefits of a healthy and balanced diet.Children make good progress with speech and language. Staff model language through conversation, stories and nursery rhymes.

They use simple and repetitive words. Singing time is interactive. Children enjoy singing and listen well as they join in with the actions.

Staff use props to engage children and maintain their interest.Parents are very complimentary about the nursery. They comment on the noticeable improvements that have been made since the last inspection and the good levels of progress that children make.

Leaders and staff provide a well-designed curriculum based on children's individual needs and interests. They monitor their curriculum closely to ensure they fill any gaps in children's experiences. This helps children make progress in all areas of learning.

For example, children who do not have access to outdoor areas at home are provided with experiences of planting in the garden and learn how plants and vegetables grow.


The arrangements for safeguarding are effective.The manager and staff know the action to take if they have a concern about a child's welfare or have concerns about an adult who is working with children.

They attend regular training and keep their knowledge up to date. The manager has completed risk assessment training and has implemented changes to keep children safe. For example, staff now sit with children at mealtimes, and all choking hazards have been removed.

She also completes regular health and safety checks to ensure existing and new equipment are suitable. Recruitment procedures are rigorous and ensure staff working with children are suitable.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: consistently encourage children to develop good manners support staff to review children's learning opportunities to enable the more quiet children to fully participate.

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