Avon Valley Nursery and Preschool

Avon Valley Nursery and Preschool
Unique reference number (URN): 2748227
Address: Avon Valley Country Park, Pixash Lane, Keynsham, BRISTOL, BS31 1TP
Type: Childcare on non-domestic premises
Registered with Ofsted: 23/08/2023
Registers: EYR
Registered person: Nursery in a Yurt Ltd
Inspection report: 16 January 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Strong standard
Achievement Strong standard
Babies develop confidence and build their stability and core strength as they climb up and
over the small climbing apparatus. They babble, smile and use facial expressions as they
communicate with staff. Younger children build on their communication skills when using
actions, gestures and words during song times. Older children chat confidently with their
peers while out on a forage hunt; they work together collaboratively to tick off what they find.
Older children learn about fire safety during a forest-school session and confidently relay the
boundaries and what they need to do to keep themselves safe. Younger children use
language, such as 'big' and 'little', and older children work out how many things they must
find on their foraging list. This helps develop their early maths and problem-solving skills.
Children with special educational needs and/or disabilities and those who face barriers to
their learning receive targeted support and interventions. This means that all children make
sustained progress in their learning and development and develop secure foundations for
future learning.
Children's welfare and wellbeing Strong standard
Staff and children demonstrate secure attachments throughout the setting. Staff respond
sensitively to children's cues and are attentive to their needs. Older children call out staff's
names excitedly as they enter the rooms, and staff respond happily by giving them a cuddle.
Key-person relationships provide calm and nurturing support, particularly for babies and
younger children. This helps new starters settle quickly.
Leaders and staff ensure children have opportunities to develop their independence from an
early age. Older babies begin to wash their hands and sit themselves at the snack table.
Younger children relish in the responsibility of serving their own lunch and then washing their
plates when they have finished. Older children confidently dress themselves ready for
outside. Children develop excellent independence in preparation for school.
Staff weave in discussions about healthy eating, and children enjoy discussing what they
have for snack and lunch. Leaders ensure they provide healthy and nutritious meals for
children. Parents comment on the variety of food and how this encourages their children to
try new foods. Children learn about the importance of oral hygiene through discussions and
activities. This helps children to develop awareness of how to lead a healthy lifestyle.
Leaders ensure children have daily access to the on-site farm. Older children run freely in
the vast space after their forest-school session. Staff and children laugh together as they try
and find each other. Children enjoy being active and staff understand the importance of this
to support children's wellbeing.
Staff use books and discussions with children to help them begin to recognise and label
their emotions. Staff validate babies' emotions when new starters become a little unsettled.
Staff quickly offer reassurance and cuddles to settle them as they gently narrate that it is
okay to be feeling sad. This helps children from an early age begin to understand how they

feel. Staff are responsive and consistent in supporting children's individual routines,
including sleep times, weaning and mealtimes. Staff promote respectful care when asking
babies and young children to change their nappies. This creates a sense of trust and
respect between staff and children.
Curriculum and teaching Strong standard
Leaders and staff demonstrate a clear understanding of the curriculum and teaching. They
implement a well-rounded, sequenced and ambitious curriculum that meets all areas of
children's learning and development. Staff create experiences for children that captivate
their attention. Babies watch in awe during their weekly 'Boogie Mites', joining in with actions
and exploring sounds the instruments make. Staff support babies' interest in books as they
begin to point and babble at the pictures, developing their understanding of language. Staff
use sign language confidently to accelerate their communication and language skills.
Younger children practise representing numbers with their fingers, as they excitedly sing '5
Little Firemen', supporting children's mathematical skills from an early age.
Staff role model to younger children how to hold scissors, and they encourage them to keep
trying, helping children to develop resilience and perseverance. Children engage well in
group activities, and leaders have recently adapted group sizes, making them smaller to
ensure children remain focused on the learning intent. Staff ensure they help children to
consolidate their learning. For example, leaders have introduced the 'jar of awesomeness',
and staff encourage children to discuss what they have learned or enjoyed and add it to the
jar. Leaders use this to aid further planning.
Leaders and staff know what they want children to learn next and prepare them well for their
next stage of learning, as they move through the setting. Babies begin to drink from open-lid
cups and sit independently at the table for mealtimes. Young children build their
independence around their own self-care needs, and staff begin to extend children's focus
for longer periods of time in preparation for the pre-school room. Older children begin to
form letters from their names and use complex words when having two-way conversations
with staff. Staff provide varied opportunities for children based on their individual needs and
interests. They use their vast knowledge of child development and high-quality interactions
to help extend and widen children's learning. This means all children feel supported to
achieve their best.
Inclusion Strong standard
Leaders implement a clear and embedded graduated approach to inclusion. Staff ensure
they meet children's individual needs using robust systems for assessing and monitoring
learning. This supports staff to quickly identify any emerging gaps in children's learning and
development from an early age. Staff ensure adaptations and reasonable adjustments are
tailored to the needs of individual children. For example, they create purposeful sensory
spaces, which support self-regulation, as well as visual timelines and choosing boards.
Children feel a strong sense of belonging and feel valued.
Leaders work proactively with external professionals to support children with special
educational needs and/or disabilities (SEND) and those that face barriers to their learning.
Leaders consistently review focused targets and outcomes for children and share these with

Expected standard
parents and staff. These collaborative working partnerships help to maintain continuity when
supporting children to reach their individual learning outcomes.
Leaders diligently apply for additional funding from the local authority and review the use of
this to support children. For example, they provide one-to-one support for children to aid
with school transitions. Leaders and staff demonstrate motivation and passion about
enhancing their knowledge, targeting their training precisely to support children's individual
needs. This enables staff to provide high-quality teaching that helps children with SEND and
those who face barriers to their learning make notable progress from their starting points.
Leadership and governance Strong standard
Leaders and those responsible for governance demonstrate consistently high expectations
for the standards of care and education for children. The setting is currently waiting for a
new manager to start; however, the leadership structure remains robust. Leaders regularly
meet and reflect together on how they can further enhance practice across the setting.
Although there is a weakness in the organisation of transitions to outside, leaders
continuously and strategically prioritise improvements. For example, leaders have recently
devised a new programme called the Attraction Growth Pathway. This aims to further
support and identify the social, emotional and mental health needs of children who may not
require specialist intervention at that time. This further contributes to supporting the
wellbeing of children.
Leaders support the staff team to ensure that all children, including those with special
educational needs and/or disabilities and those who face barriers to learning, receive
targeted support, enabling them to access appropriate learning opportunities. For example,
staff have recently been learning sign language and confidently use this in practice to
support children's communication and language skills.
Staff report that they feel valued and morale is high. Leaders are extremely mindful of staff's
wellbeing and have ensured staff have access to a wealth of resources to support this.
Leaders and staff enjoy 'employee of the month', and parents also participate in voting.
Parent partnerships are highly effective, and leaders involve parents consistently throughout
their child's learning journey. Parents comment on the strong communication and deeply
value the array of events they are invited to, including 'grab and go' breakfasts, forest-school
sessions and 'stay and play' days. Staff ensure they support children's learning at home
through the use of home learning bags, for example for potty training or biting. This benefits
children's learning and development.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff share their high expectations of behaviour with children through
consistent, age-appropriate and meaningful approaches. Staff ensure they implement the
same 'golden rules' throughout the setting. This helps children to understand what is
expected of them. Children behave well and staff role model positive interactions,

encouraging children to share from the start. For example, staff show babies how to take
turns on the climbing frame. Children demonstrate positive attitudes towards their learning
and enjoy playing with their friends, supporting their personal and social development.
Leaders promote the importance of punctuality and attendance effectively with parents.
Parents report that staff will contact them if their child is absent to check the reason for
absence. Leaders monitor absence regularly, helping them to identify patterns early and
offer support to families if needed.
Children respond well to the routines set by leaders and staff. Children have access to the
outdoors daily, and this is embedded through the day-to-day routines. However, some
transitions in the routines are not yet fully effective, in particular, going outside. This means
that, during these times, children occasionally wait too long and become unsettled.
What it's like to be a child at this setting
Children enjoy learning and develop positive relationships in this welcoming setting. Staff
greet children warmly and children show they feel settled, as they happily separate from
their parent or carer. These positive and caring relationships help to underpin children's
sense of security and belonging. This means babies and children confidently explore the
fun, stimulating activities with curiosity and independence. Children immerse themselves
into learning, where they explore a wide range of activities, including bug hunts and walks,
spotting the different animals. Children remain purposefully engaged and motivated,
displaying positive attitudes towards their learning.
Leaders and staff are passionate about inclusion and provide robust support for children
with special educational needs and/or disabilities and those who face other barriers to their
learning or wellbeing. Relationships among children, parents and staff reflect a positive and
respectful culture. Staff gather key information from parents before children start at the
setting. This information helps to provide high-quality care from the start.
Experienced staff know and understand the curriculum, including the intentions for individual
children's learning. They know the children and their families well and are passionate about
and dedicated to their roles and responsibilities. Staff monitor and reflect on attendance to
ensure that all children have full access to broad and balanced experiences across all areas
of learning.

Inspector:
Chelsea Woollard
About this setting
Unique reference number (URN): 2748227
Address:
Avon Valley Country Park
Pixash Lane, Keynsham
BRISTOL
BS31 1TP
Type: Childcare on non-domestic premises
Registration date: 23/08/2023
Registered person: Nursery in a Yurt Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Bath and North East Somerset Council
Next steps
Leaders should continue to evaluate the organisation of daily transitions, particularly to
outside, to limit the amount of time children are waiting.
About this inspection
The inspector spoke with the provider, practitioners, parents, children, the special
educational needs coordinator and those with designated safeguarding roles during the
inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 16 January 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
85
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.

The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
If you would like a copy of this document in a different format, such as large print or Braille,
please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.
You may reuse this information (not including logos) free of charge in any format or medium,
under the terms of the Open Government Licence. To view this licence, visit
www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy
Team, The National Archives, Kew, London TW9 4DU, or email:
psi@nationalarchives.gsi.gov.uk.
This publication is available at https://reports.ofsted.gov.uk.
Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright