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 April 2019, the Ofsted report for Ilminster Avenue Specialist Nursery School reads: "The acting headteacher has ensured that the curriculum is particularly well planned to help the children develop their communication and language skills and to support their emotional, social and personal development. Staff provide a high standard of care and welfare for children. Safeguarding procedures are well known, understood and implemented consistently. Children are taught effectively how to keep themselves safe. Practitioners make effective use of observations to evaluate how well children are developing. On occasions, assessment information to identify what children need to do next to progress in their learning, particularly in writing, is not used to best effect. Children with special educational needs and/or disabilities (SEND) receive highly effective support. As a result, they make significant progress against their specific targets. Leaders and governors are ambitious for the Nursery and have high expectations for its future. However, although very clear about the strengths of the Nursery, governors are less secure about the areas of the school’s work that need further development."

33. Ilminster Avenue Specialist Nursery School, Ilminster Avenue, Knowle West, Bristol BS4 1BX

Published in April 2019, the Ofsted report for Ilminster Avenue Specialist Nursery School reads: "The acting headteacher has ensured that the curriculum is particularly well planned to help the children develop their communication and language skills and to support their emotional, social and personal development. Staff provide a high standard of care and welfare for children. Safeguarding procedures are well known, understood and implemented consistently. Children are taught effectively how to keep themselves safe. Practitioners make effective use of observations to evaluate how well children are developing. On occasions, assessment information to identify what children need to do next to progress in their learning, particularly in writing, is not used to best effect. Children with special educational needs and/or disabilities (SEND) receive highly effective support. As a result, they make significant progress against their specific targets. Leaders and governors are ambitious for the Nursery and have high expectations for its future. However, although very clear about the strengths of the Nursery, governors are less secure about the areas of the school’s work that need further development." | Google Maps

Published in December 2018, the Ofsted report for The Brislington Village Pre-School reads: "Staff plan a stimulating range of outdoor learning opportunities for children in the preschool garden, allotment and community woodland areas. This motivates children of all ages in their learning, particularly those who prefer to learn outdoors. Leaders reflect well on the provision and children's progress, to improve practice and make constant improvements. They are ambitious and show a commitment to raising the quality of teaching and experiences for the children. Staff create a welcoming, well-resourced environment that is stimulating to children. This helps them engage in play and settle well. The key-person system is strong. Staff know their key children well and children develop strong emotional bonds with them. Although staff build good relationships with parents and keep them well informed about their child's time at pre-school, they are not fully successful in engaging all parents in shared learning opportunities between the home and setting. Occasionally, staff direct the younger children and do not always sharply tailor their teaching techniques to help them fully understand expectations and engage in activities fully."

34. The Brislington Village Pre-School, St Luke's Church Hall, Church Parade, Bristol BS4 5AZ

Published in December 2018, the Ofsted report for The Brislington Village Pre-School reads: "Staff plan a stimulating range of outdoor learning opportunities for children in the preschool garden, allotment and community woodland areas. This motivates children of all ages in their learning, particularly those who prefer to learn outdoors. Leaders reflect well on the provision and children's progress, to improve practice and make constant improvements. They are ambitious and show a commitment to raising the quality of teaching and experiences for the children. Staff create a welcoming, well-resourced environment that is stimulating to children. This helps them engage in play and settle well. The key-person system is strong. Staff know their key children well and children develop strong emotional bonds with them. Although staff build good relationships with parents and keep them well informed about their child's time at pre-school, they are not fully successful in engaging all parents in shared learning opportunities between the home and setting. Occasionally, staff direct the younger children and do not always sharply tailor their teaching techniques to help them fully understand expectations and engage in activities fully." | Google Maps

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