North Street Nursery

North Street Nursery
Unique reference number (URN): 2507777
Address: 226 North Street, Bedminster, Bristol, Somerset, BS3 1JD
Type: Childcare on non-domestic premises
Registered with Ofsted: 19/11/2018
Registers: EYR
Registered person: Nursery Village Ltd
Inspection report: 28 July 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.

Expected standard
Children's welfare and wellbeing Expected standard
Leaders have prioritised children's wellbeing during a period of change, helping to ensure
that children continue to access a safe and nurturing environment. Children have built
strong, positive relationships with their key person, ensuring they feel confident to explore
new activities within the environment. Children demonstrate a sense of belonging,
particularly in baby and pre-school rooms, and know who to seek out for comfort and
reassurance when needed.
Children in the toddler room are supported to understand the importance of healthy eating
through meaningful experiences. Staff sit with children during snack time and discuss the
fruit available to them, allowing them to make an active choice about what they would like to
eat. Babies also benefit from effective and consistent snack time routines. Staff supervise
them closely while they eat, model positive behaviours, link food to signs and use the
opportunity to support their communication and social development.
Staff support children to manage their feelings and navigate disagreements with others. As a
result, children learn to resolve conflicts respectfully and develop the confidence to do this
increasingly independently. Children in the pre-school room are supported to make choices
throughout the day, and staff respond sensitively to their needs. This helps children to
develop confidence, independence and a positive sense of self. Children are generally
happy, settled and comfortable within their surroundings.
Leadership and governance Expected standard
The provider notified Ofsted about a previous significant event relating to supervision. They
have since reflected and taken appropriate action to strengthen this. Leaders are receptive
and open, demonstrating a commitment to continuous improvement, and take timely action
when areas for development are identified, helping to promote children's safety and
wellbeing.
The setting has recently undergone changes in its leadership team. Leaders demonstrate an
accurate understanding of the setting's strengths and areas for development. They have
begun to implement actions to address identified weaknesses. Leaders make decisions in
the best interests of the children, carefully considering how changes to practice will improve
children's experiences and outcomes. However, these changes are at an early stage and it
is too soon to see a sustained, positive impact on children's learning, development and
progress at this point. Parents report that they have seem positive changes to the
communication since the change in leadership.
Staff comment that they feel supported and valued as part of a team. Leaders ensure that
staff are now beginning to access appropriate training and development to strengthen
practice across the setting.

Needs attention
Achievement Needs attention
Not all children make the progress they are capable of. Some children, including those with
potential barriers to their learning, do not engage fully in learning experiences. As a result,
they do not consistently develop the knowledge, skills and understanding needed to support
their next steps in learning.
Children make some progress in their communication and language. For example, children
in the pre-school room enjoy listening to books and predicting what might happen next.
Babies develop early language skills through meaningful links between songs and familiar
objects. However, at times other environments within the setting become loud, and therefore
children cannot always hear instructions or conversations, which affects their engagement
and participation in learning.
Children develop some independence skills that will support later learning. For example,
children in the pre-school room are encouraged to self-serve water and lunch, clearing away
when they are finished. Babies develop their sensory skills as they explore a range of
objects. Some babies mouth objects, others use their hands, while some observe with
curiosity, supporting their exploration and understanding of the world. Although children
develop some skills across the nursery, opportunities to build on and extend learning are not
consistently effective, resulting in variable progress for children.
Behaviour, attitudes and establishing routines Needs attention
Staff working with toddlers do not consistently implement leaders' expectations for children's
behaviour, attitudes and routines. Inconsistencies in practice mean that children are not
always supported to move smoothly between routines and activities, which affects their
engagement and sense of security.
In the pre-school and baby room, routines are beginning to show consistency, which allows
children to develop their confidence and independence. For example, pre-school children all
understand the expectations of them at tidy-up time and work collaboratively to do so.
Babies are prepared well for transitions. Staff use tidy-up songs to help them understand
what is happening next and to support independence, creating emotional security from
familiar routines.
Children are generally happy, settled and enjoy playing collaboratively with each other.
Relationships between children and staff are positive. Babies seek familiar adults for
comfort, and toddlers join in with singing and dancing. Pre-school children share their
successes when building towers.
Leaders and staff have an awareness of the importance of regular attendance. Staff
understand the setting's policies and procedures for following up unexplained absences and
take appropriate action when children do not attend as expected. This helps to promote
children's welfare and supports continuity in their learning and development.

Curriculum and teaching Needs attention
The implementation of the curriculum is inconsistent and not designed in a way that ensures
children's learning builds progressively over time. Staff do not always have a secure
understanding of how children learn and develop and consequently do not provide
experiences that build on children's prior learning. As a result, much of children's learning is
incidental rather than carefully planned to support their next steps. Children are not
consistently encouraged to engage with adult-led activities, and therefore are missing key
learning opportunities.
Staff embed mathematical language throughout the day. For example, older toddlers are
supported to count objects, and younger toddlers are exposed to language such as 'empty',
'full', 'more' and 'less' during a messy play activity. However, opportunities for explicit
mathematics teaching are not effective, as the learning intention is not always clear. Staff do
not consistently enable children to explore the natural world around them. Consequently,
children have limited opportunities to develop their knowledge and understanding of the
natural world through first-hand experiences.
Leaders understand what high-quality teaching and an ambitious curriculum look like in
practice. Leaders have accurately identified weaknesses in provision and have put a plan in
place to develop staff understanding of effective teaching and the curriculum. However,
these actions are at an early stage and are not yet having an impact on children's progress
and learning.
Inclusion Needs attention
Staff do not consistently use strategies to ensure that all children are engaged in learning.
As a result, more confident children often take the lead in discussions and quieter children
have fewer opportunities to express their thoughts and ideas. Staff's understanding of how
to adapt interactions and activities to meet individual needs is not yet fully secure. This
means that some children face barriers to learning that are not consistently addressed.
Leaders are aware of children with special educational needs and/or disabilities (SEND) and
have appropriate plans in place to support those children. For example, leaders ensure
additional adult support is available when needed to help children participate successfully in
learning experiences and leaders implement a graduated approach to support these
children. As a result, children with SEND are supported to take part in learning experiences
and are helped to overcome barriers to their learning. Leaders seek the support of external
agencies to ensure that relevant training is in place to support children with SEND. Leaders
and staff engage well with parents and carers to help meet the needs of children with SEND.

What it's like to be a child at this setting
Children's experiences are inconsistent. Not all children engage fully in learning
experiences, and some children are not consistently supported to participate during adult-
led activities. As a result, quieter children have fewer opportunities to share their ideas and
join in. Children show enthusiasm when adults offer guided activities, such as messy play,
outside access or mathematics. However, these are not planned sufficiently to meet
children's individual learning needs. As a result, some children are not appropriately
supported or challenged and do not make the progress they are capable of.
Typically, children access the outdoor environment regularly. However, opportunities to
explore and develop their understanding of the natural world are limited. Consequently, not
all children make the progress they are capable of from their starting points. Children are
cared for in an environment where their welfare and wellbeing are promoted, although
improvements to teaching and curriculum implementation are needed to improve outcomes
for all children. While children feel safe and secure in the setting, the quality of children's
learning experiences is not yet consistently effective in supporting progress for all children.
Children are generally happy and settled in the setting and have built positive relationships
with staff. Babies seek familiar adults for comfort and reassurance, and most children know
how to access support when they need it. Children enjoy spending time in free-flow play with
their peers and have access to a range of activities across the setting. They develop some
independence skills throughout the day. For example, children make choices about their
play and the activities they access. They also enjoy social interactions with their peers and
staff, particularly during mealtimes.
Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following actions by the assigned date:
Action Completion Date
ensure that the curriculum is ambitious and well
sequenced and that staff have the knowledge and skills
needed to implement it effectively
29/09/2026
strengthen the planning of outdoor learning to provide
purposeful experiences that develop children's
understanding of the natural world through first-hand
experiences
29/09/2026
support staff to ensure that quieter children are actively
engaged in adult-led activities and have opportunities to
contribute their ideas and thinking
25/08/2026

Inspectors:
Beth Wilson
Dominique Allotey
About this setting
Unique reference number (URN): 2507777
Address:
226 North Street
Bedminster
Bristol
Somerset
BS3 1JD
Type: Childcare on non-domestic premises
Registration date: 19/11/2018
Registered person: Nursery Village Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Bristol City of
Action Completion Date
review staff deployment during routines to ensure that
key learning opportunities and interactions are not
interrupted
25/08/2026
About this inspection
The inspectors spoke with leaders, staff, children, parents and carers 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 28 July 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
93
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.
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