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 GMT

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 July 2021, the Ofsted report for St George Preschool reads: "Partnerships with parents are strong and well established. Leaders and staff use effective methods to keep parents well informed about upcoming events and activities. Parents have opportunities to join family days where they go to the allotment with the children to take part in activities. Staff know the children well. They work closely with children's parents to get to know children's needs and interests before they start attending the pre-school. Staff use children's interests to extend their learning. However, some staff need to be more confident at implementing the planning procedures and at recognising the opportunities that arise to engage children in play. On occasions, some staff do not notice when children need some support or encouragement with being involved in activities. Overall, staff support children's language well. They have conversations with children, share stories and ask children questions to support their understanding. However, some of the quieter children and those with limited language do not consistently get involved and staff do not realise when they need support with communicating their needs."

25. St George Preschool, Netham House, Derby Street, Off Blackswarth Road, St George, Bristol BS5 8AP

Published in July 2021, the Ofsted report for St George Preschool reads: "Partnerships with parents are strong and well established. Leaders and staff use effective methods to keep parents well informed about upcoming events and activities. Parents have opportunities to join family days where they go to the allotment with the children to take part in activities. Staff know the children well. They work closely with children's parents to get to know children's needs and interests before they start attending the pre-school. Staff use children's interests to extend their learning. However, some staff need to be more confident at implementing the planning procedures and at recognising the opportunities that arise to engage children in play. On occasions, some staff do not notice when children need some support or encouragement with being involved in activities. Overall, staff support children's language well. They have conversations with children, share stories and ask children questions to support their understanding. However, some of the quieter children and those with limited language do not consistently get involved and staff do not realise when they need support with communicating their needs." | Google Maps

Published in June 2021, the Ofsted report for The Chessel Centre Nursery reads: "Senior staff implement a broad and interesting curriculum which ensures all children achieve well. The whole staff team places a high priority on building children's confidence, self-esteem and independence. At inspection, children of all ages show a can-do attitude and are keen to do things for themselves. For example, one-year olds enjoy feeding themselves, toddlers quickly learn to toilet independently, and older children dress and undress capably to play outdoors. Overall, the manager has an accurate evaluation of the nursery. Staff know the children very well, assess their development closely and sequence children's learning effectively. However, although staff working with younger children strive towards consistently high standards, some staff interactions occasionally lack the challenge to support children's individual learning to the highest level, to bring about rapid progress. Partnerships with parents and a wide range of professionals are high quality. They are well informed of children's progress, and parents are supported in extending learning at home. Parents are complimentary about the nursery. They say staff are enthusiastic, warm and friendly and that their children are very happy. "

26. The Chessel Centre Nursery, The Chessel Centre, Chessel Street, Bristol BS3 3DN

Published in June 2021, the Ofsted report for The Chessel Centre Nursery reads: "Senior staff implement a broad and interesting curriculum which ensures all children achieve well. The whole staff team places a high priority on building children's confidence, self-esteem and independence. At inspection, children of all ages show a can-do attitude and are keen to do things for themselves. For example, one-year olds enjoy feeding themselves, toddlers quickly learn to toilet independently, and older children dress and undress capably to play outdoors. Overall, the manager has an accurate evaluation of the nursery. Staff know the children very well, assess their development closely and sequence children's learning effectively. However, although staff working with younger children strive towards consistently high standards, some staff interactions occasionally lack the challenge to support children's individual learning to the highest level, to bring about rapid progress. Partnerships with parents and a wide range of professionals are high quality. They are well informed of children's progress, and parents are supported in extending learning at home. Parents are complimentary about the nursery. They say staff are enthusiastic, warm and friendly and that their children are very happy. " | Google Maps

Published in May 2021, the Ofsted report for Early Years Bannerman Road reads: "There is a strong emphasis on promoting children's language and communication skills throughout the daily routine. Staff make effective use of teaching aids, such as visual timetables and sign language, to help children understand what is happening next. Staff know how to identify and meet children's individual learning needs effectively. For example, they offer a focused 'bucket time' activity to help build children's attention, listening and eye contact. Staff encourage children to be independent in managing their personal care from the outset. Children learn to eat and drink independently, and they hang up their coats by locating their photograph on their coat peg.Leaders continue to evaluate the quality of the setting. However, they have placed less focus on improving the provision for children to explore everyday technology compared to other areas of learning. Parents are highly complimentary about the setting. The comment positively about how their children are happy and enjoy attending. Staff provide regular updates to parents about their children's progress."

27. Early Years Bannerman Road, The Early Years Building, Bannerman Road, Easton, Bristol BS5 0RR

Published in May 2021, the Ofsted report for Early Years Bannerman Road reads: "There is a strong emphasis on promoting children's language and communication skills throughout the daily routine. Staff make effective use of teaching aids, such as visual timetables and sign language, to help children understand what is happening next. Staff know how to identify and meet children's individual learning needs effectively. For example, they offer a focused 'bucket time' activity to help build children's attention, listening and eye contact. Staff encourage children to be independent in managing their personal care from the outset. Children learn to eat and drink independently, and they hang up their coats by locating their photograph on their coat peg.Leaders continue to evaluate the quality of the setting. However, they have placed less focus on improving the provision for children to explore everyday technology compared to other areas of learning. Parents are highly complimentary about the setting. The comment positively about how their children are happy and enjoy attending. Staff provide regular updates to parents about their children's progress." | Google Maps

Published in September 2019, the Ofsted report for The Bristol Montessori School reads: "Leaders, managers and staff plan the curriculum well to help all children, including those with special educational needs and/or disabilities (SEND), make good progress. The environment is well organised and offers children a wealth of experiences. Resources and activities are at children's level so that they can make decisions about their play. Staff use planned group times effectively to help those children returning from holiday and new starters to learn how to use the resources and set up their 'work' independently. Staff are good role models and encourage children to behave well, be polite and respect each other. For example, children explain that if a 'hand' card is on an activity mat that it is in use. Older children are respectful and ask to join in activities to play alongside their friends. Overall, most staff encourage children to resolve conflicts independently. However, newer and less experienced staff are not as adept at offering children this support. The new owner and her manager have an ambitious vision and are supporting staff well during the transition period. They listen to staff's views, such as having non-contact time, and empower them as their roles and responsibilities develop. For example, some staff are accessing training to develop forestry school ideas and to support children with SEND. However, arrangements to ensure consistency in the quality of some teaching is not yet fully embedded, such as to encourage younger children's communication and language skills. "

28. The Bristol Montessori School, 70 Parrys Lane, Stoke Bishop, Bristol BS9 1AQ

Published in September 2019, the Ofsted report for The Bristol Montessori School reads: "Leaders, managers and staff plan the curriculum well to help all children, including those with special educational needs and/or disabilities (SEND), make good progress. The environment is well organised and offers children a wealth of experiences. Resources and activities are at children's level so that they can make decisions about their play. Staff use planned group times effectively to help those children returning from holiday and new starters to learn how to use the resources and set up their 'work' independently. Staff are good role models and encourage children to behave well, be polite and respect each other. For example, children explain that if a 'hand' card is on an activity mat that it is in use. Older children are respectful and ask to join in activities to play alongside their friends. Overall, most staff encourage children to resolve conflicts independently. However, newer and less experienced staff are not as adept at offering children this support. The new owner and her manager have an ambitious vision and are supporting staff well during the transition period. They listen to staff's views, such as having non-contact time, and empower them as their roles and responsibilities develop. For example, some staff are accessing training to develop forestry school ideas and to support children with SEND. However, arrangements to ensure consistency in the quality of some teaching is not yet fully embedded, such as to encourage younger children's communication and language skills. " | Google Maps

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