Published in July 2024, the Ofsted report for Anne's House Childcare reads: "Leaders continue to work with staff to develop an effective curriculum that builds on what children already know and what they need to learn next. Staff in the baby room nurture babies' social skills and develop their communication by talking to them and commenting on their play. However, those working with toddlers and pre-school children do not always think about children's stage of development when considering their next steps for learning. For example, at times, staff focus on developing children's colour and number skills before considering their social interactions and communication skills. The curriculum is not always well sequenced, and activities are, at times, not achievable or too easy for children and they become disengaged with learning. Parents report that their children are well cared for and staff are very friendly and approachable. Parents say their children love to attend and have formed good relationships with staff. However, leaders and staff do not always work closely with parents to help them understand what their children are learning while at nursery. Staff do not make it clear what children's next steps for learning are and how parents can support their children's learning at home. Staff are good role models for children. They speak to children with respect and are mindful of their needs. However, at times, staff in the toddler and pre-school room do not give children further challenge, allowing them time to think for themselves. For example, when staff ask toddlers to blow on their lunch, they do not ask children why they think this is important or explain why. When preschool children engage in an activity about recycling, staff do not ask children why we recycle to get them thinking even further. Staff do not use every opportunity to build on what children already know and get them to use their own ideas."Published in July 2024, the Ofsted report for Anne's House Childcare reads: "Leaders continue to work with staff to develop an effective curriculum that builds on what children already know and what they need to learn next. Staff in the baby room nurture babies' social skills and develop their communication by talking to them and commenting on their play. However, those working with toddlers and pre-school children do not always think about children's stage of development when considering their next steps for learning. For example, at times, staff focus on developing children's colour and number skills before considering their social interactions and communication skills. The curriculum is not always well sequenced, and activities are, at times, not achievable or too easy for children and they become disengaged with learning. Parents report that their children are well cared for and staff are very friendly and approachable. Parents say their children love to attend and have formed good relationships with staff. However, leaders and staff do not always work closely with parents to help them understand what their children are learning while at nursery. Staff do not make it clear what children's next steps for learning are and how parents can support their children's learning at home. Staff are good role models for children. They speak to children with respect and are mindful of their needs. However, at times, staff in the toddler and pre-school room do not give children further challenge, allowing them time to think for themselves. For example, when staff ask toddlers to blow on their lunch, they do not ask children why they think this is important or explain why. When preschool children engage in an activity about recycling, staff do not ask children why we recycle to get them thinking even further. Staff do not use every opportunity to build on what children already know and get them to use their own ideas."
Published in July 2024, the Ofsted report for Anne's House Childcare reads: "Leaders continue to work with staff to develop an effective curriculum that builds on what children already know and what they need to learn next. Staff in the baby room nurture babies' social skills and develop their communication by talking to them and commenting on their play. However, those working with toddlers and pre-school children do not always think about children's stage of development when considering their next steps for learning. For example, at times, staff focus on developing children's colour and number skills before considering their social interactions and communication skills. The curriculum is not always well sequenced, and activities are, at times, not achievable or too easy for children and they become disengaged with learning. Parents report that their children are well cared for and staff are very friendly and approachable. Parents say their children love to attend and have formed good relationships with staff. However, leaders and staff do not always work closely with parents to help them understand what their children are learning while at nursery. Staff do not make it clear what children's next steps for learning are and how parents can support their children's learning at home. Staff are good role models for children. They speak to children with respect and are mindful of their needs. However, at times, staff in the toddler and pre-school room do not give children further challenge, allowing them time to think for themselves. For example, when staff ask toddlers to blow on their lunch, they do not ask children why they think this is important or explain why. When preschool children engage in an activity about recycling, staff do not ask children why we recycle to get them thinking even further. Staff do not use every opportunity to build on what children already know and get them to use their own ideas." | Anne's House Childcare via Google Maps

All 34 nurseries and preschools in Bristol that are "good" according to Ofsted

By Adriana Amor
Published 14th Aug 2024, 15:12 BST

These nurseries and pre-schools in Bristol were visited by Ofsted inspectors and received "good" ratings

The education watchdog inspects services for learners of all ages - including schools, childminders, training providers, and local authorities- regularly and assigns them one of four different ratings: “Outstanding” is the top rating, followed by “Good”, “Requires Improvement” and “Inadequate.”

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The classification is based on five key categories: quality of education, behaviour and attitudes, personal development, leadership and management, and early years provisions.

Note that  nurseries and pre-schools are not inspected every year.

Here are all the Bristol nurseries and pre-schools rated as "good" by Ofsted (as of August 14, 2024). All full reports - including category scores - are available via Ofsted’s official website.

Published in September 2022, the Ofsted report for Toybox Day Nursery reads: "The director and manager are passionate about creating a 'family' atmosphere. They understand the importance of staff's professional development and wellbeing. Parents feel the staff are caring and knowledgeable. The staff encourage children to develop their understanding of nature and living things. Children use natural resources such as sticks and leaves to paint with. They are curious to find out what happens when they mix paint colours. Staff help children to understand the importance of personal hygiene, such as washing their hands before snack. However, as this takes a long time, some children become bored, lose focus and wander off. Children engage in activities and concentrate for a good amount of time. In the mud kitchen, they take turns pouring water and selecting tools to mix the water with mud and leaves. Children's learning is good. However, staff do not build on what children can do to extend their learning and development. Staff support children with special educational needs and/or disabilities. They set and use targets to monitor and share progress with parents. They work in partnership with external agencies, such as health visitors and speech and language therapists."

21. Toybox Day Nursery, 11 The Drive, Henleaze, Bristol BS9 4LD

Published in September 2022, the Ofsted report for Toybox Day Nursery reads: "The director and manager are passionate about creating a 'family' atmosphere. They understand the importance of staff's professional development and wellbeing. Parents feel the staff are caring and knowledgeable. The staff encourage children to develop their understanding of nature and living things. Children use natural resources such as sticks and leaves to paint with. They are curious to find out what happens when they mix paint colours. Staff help children to understand the importance of personal hygiene, such as washing their hands before snack. However, as this takes a long time, some children become bored, lose focus and wander off. Children engage in activities and concentrate for a good amount of time. In the mud kitchen, they take turns pouring water and selecting tools to mix the water with mud and leaves. Children's learning is good. However, staff do not build on what children can do to extend their learning and development. Staff support children with special educational needs and/or disabilities. They set and use targets to monitor and share progress with parents. They work in partnership with external agencies, such as health visitors and speech and language therapists." | Toybox Day Nursery via Google Maps

Published in February 2022, the Ofsted report for Southmead Children's Centre reads: "The manager and staff provide a well-designed curriculum based on children's individual needs and interests. They monitor their curriculum closely to ensure that they fill any gaps in children's experiences. Lunchtime is a sociable time of day. Children chat happily with each other and with adults. Staff engage children in conversation and use the opportunity to learn about their experiences. Staff capably manage children's behaviour. They understand the children's needs, including those with special educational needs and/or disabilities (SEND). Children are kind and caring towards their friends and staff. However, staff do not consistently teach children to use good manners. Parents are very complimentary about the setting. They comment positively about how happy and excited their children are to attend. Parents receive ample communication from staff about their children's day and overall development. They feel well supported by staff."

22. Southmead Children's Centre, Doncaster Road, Bristol BS10 5PW

Published in February 2022, the Ofsted report for Southmead Children's Centre reads: "The manager and staff provide a well-designed curriculum based on children's individual needs and interests. They monitor their curriculum closely to ensure that they fill any gaps in children's experiences. Lunchtime is a sociable time of day. Children chat happily with each other and with adults. Staff engage children in conversation and use the opportunity to learn about their experiences. Staff capably manage children's behaviour. They understand the children's needs, including those with special educational needs and/or disabilities (SEND). Children are kind and caring towards their friends and staff. However, staff do not consistently teach children to use good manners. Parents are very complimentary about the setting. They comment positively about how happy and excited their children are to attend. Parents receive ample communication from staff about their children's day and overall development. They feel well supported by staff." | Google Maps

Published in November 2021, the Ofsted report for Sydenham Road Under Fives reads: "Key persons know children well. They make visits to children's homes before children start at the pre-school. This helps build good relationships with parents and children from the outset. Key persons quickly identify when children may need extra support. They talk with parents about languages used at home. Staff make sure they have common words in home languages that they can use with children in the setting. Staff plan for children's ongoing learning and development. They provide a wide range of activities to cover different areas. For example, children can choose to make models with dough. They have shape cutters, scissors and rolling pins to help them mould and create. Other children choose to make patterns and letters in trays with salt or sand in them. Staff model how they can manipulate the different materials to create the shapes. Other children choose to dress-up as superheroes. They see how fast they can run around the obstacle course they have built. Staff offer children support, asking questions and commenting on what children are doing. Staff miss some opportunities to extend children's learning. For example, staff sometimes tell children answers or fetch resources for them."

23. Sydenham Road Under Fives, Jarman Hall, Sydenham Road, Knowle, Bristol BS4 3DF

Published in November 2021, the Ofsted report for Sydenham Road Under Fives reads: "Key persons know children well. They make visits to children's homes before children start at the pre-school. This helps build good relationships with parents and children from the outset. Key persons quickly identify when children may need extra support. They talk with parents about languages used at home. Staff make sure they have common words in home languages that they can use with children in the setting. Staff plan for children's ongoing learning and development. They provide a wide range of activities to cover different areas. For example, children can choose to make models with dough. They have shape cutters, scissors and rolling pins to help them mould and create. Other children choose to make patterns and letters in trays with salt or sand in them. Staff model how they can manipulate the different materials to create the shapes. Other children choose to dress-up as superheroes. They see how fast they can run around the obstacle course they have built. Staff offer children support, asking questions and commenting on what children are doing. Staff miss some opportunities to extend children's learning. For example, staff sometimes tell children answers or fetch resources for them." | Google Maps

Published in September 2021, the Ofsted report for Becket Hall Day Nursery reads: "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.' 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. 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."

24. Becket Hall Day Nursery, St Thomas Street, Bristol BS1 6AA

Published in September 2021, the Ofsted report for Becket Hall Day Nursery reads: "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.' 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. 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." | Google Maps

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