Raised in Bristol

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About Raised in Bristol


Name Raised in Bristol
Inspections
Ofsted Inspections
Address Felix Road Adventure Playground, Felix Road, Easton, Bristol, BS5 0JW
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 start their day with big smiles. Staff greet them happily and children settle eagerly to their play. Children enjoy a broad range of exciting learning opportunities that staff plan for them.

They remain engaged in calm and purposeful learning experiences. Toddlers explore resources independently, inside and in the garden, as staff smile and talk to children about what they can see. Older children concentrate well and practise their good handling skills.

For example, they create model vehicles with very small construction bricks.Children behave well. They share resources willingly with each other and use 'pleas...e' and 'thank you' when responding to others.

Children enjoy the encouraging and consistent approach of the staff, who act as positive role models. Staff prepare activities well and transitions between routines and the rooms flow well.Staff have organised children's settling in flexibly during the COVID-19 pandemic.

This has helped to reduce concerns when children have not been left in the care of others before. Parents are invited into the nursery for stay-and-play sessions and to discuss information with staff about children's achievements.

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

The manager and staff have high ambitions for children and plan an exciting curriculum that supports children in making progress from their starting points.

Staff get to know their key children very well from the outset. They gather information about children's unique prior experiences. This helps them to plan children's next steps in learning effectively.

Children benefit from a wide range of opportunities to learn life skills, such as learning to socialise and take turns. However, sometimes, staff do not capture spontaneous opportunities to challenge children's learning, to ensure they build on what children know and can do.Staff provide a stimulating and inviting environment, enabling children to feel safe and confident in the space.

Children have free-flow access to the garden, and resources are accessible and within reach, allowing them choice. Babies practise their hand-to-eye coordination as they throw and catch different-sized balls. Younger children blow and chase bubbles excitedly, shouting 'pop!'.

Older children strengthen their core muscles, for instance, as they learn to make big shapes with paintbrushes or use the climbing equipment.Children enjoy a range of healthy, nutritious freshly cooked meals. Staff adhere to allergies and dietary requirements and work with parents to discuss when and how to make changes to children's dietary needs.

Children learn to manage their own personal needs, such as washing their hands and wiping their faces. Older children like being with each other and talking to the staff as they eat their snacks and meals together.Staff form good relationships with parents.

They provide parents with daily feedback about their children's achievements and interests. Parents speak very highly of staff. They feel that staff are welcoming and caring towards all children.

However, not all parents know what the staff are working on in terms of learning and development specifically for their children.The manager is new to management and is being supported effectively by the parent company. She provides staff with regular support and opportunities to discuss good practice.

The manager has a positive attitude to continual improvement. For example, she is focusing currently on improving the outdoor area to challenge children's learning further. The manager seeks the views of staff, children and parents to help make plans to improve the provision.

She understands how to support individual children successfully to help ensure they make good progress in an inclusive provision.The manager works closely with the staff and is supportive towards their well-being. As a result, staff report that they feel valued and appreciated at this setting.

The manager encourages staff to develop and strengthen their practice through access to continuous professional development.

Safeguarding

The arrangements for safeguarding are effective.The manager has robust procedures to ensure that children are safe on the premises.

For instance, risk assessments are reviewed regularly and staff check aspects of the building routinely each day. All staff have a secure understanding of how to protect children's welfare. They are familiar with the signs and symptoms of abuse and of safeguarding issues.

Staff know what to do if they have a concern about children or about staff practice. The manager follows effective safer recruitment procedures that help to ensure that staff are suitable to work with children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to improve their interactions with children, to broaden and build on what children know and can do across the curriculum nenhance partnerships with parents to ensure that all parents are supported to fully contribute to their children's learning and development.

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