Your Co-Op Little Pioneers Nursery and Pre-School Emersons Green

Grades by area

Children's welfare and wellbeing

Strong standard

Leaders and staff give children's welfare and wellbeing the very highest priority. Staff are wholly attentive to children's care needs. Leaders and staff have a comprehensive knowledge of children and they use this to inform their care. For instance, they update weaning plans for children each week. Leaders ensure that policies and procedures are developed with children's welfare at the heart. For example, they have created individual sleep risk assessments for each child in response to recent national findings. Staff implement secure routines which enable children to eat well, sleep well and thrive. For instance, children learn about healthy foods as they grow their own vegetables and identify them in their meals. Children eat more healthily as a result, and they build lifelong healthy habits. Mealtimes are positive, social occasions and staff encourage children to try new things. Children learn to keep themselves safe. For example, they remind peers to turn to face the table while eating. Children benefit from the high level of support their families receive. This creates a positive, holistic experience. The children replicate this sense of community as they learn to share responsibility for their environment, such as by clearing their plates when they finish lunch. Children learn to understand and manage their emotions effectively. For instance, they choose to use a dark den to take time to calm themselves when needed.

Achievement

Expected standard

Typically, children make secure progress across the curriculum. Children develop their imagination and creativity. For instance, they create images from paper cuttings and glue. They explain what they create to staff, developing their communication skills. Some children start to use adventurous language, such as 'gigantic'. Generally, children become increasingly independent. Babies learn to feed themselves with spoons and pre-school children serve their own food with tongs. Children are typically well prepared for their next stage in learning. For instance, toddlers start to drink from open cups and eat without bibs to prepare them for their move on to the next room. Children become increasingly confident, curious explorers. For instance, they ask staff to find out more information about things that they notice, such as which species of fish they are looking at. Their confidence grows as they become competent in sharing their needs and feelings. For example, they tell staff when they have finished eating or would like more fruit.

Behaviour, attitudes and establishing routines

Expected standard

Leaders have established a positive and purposeful atmosphere in the setting. At all stages, songs are used to signal times of change in routine and children generally respond well to these. For instance, toddlers join in with a 'jumping bean' song, and know to wash their hands once it finishes. These clear, embedded routines help children to know what is expected of them. Children build warm and secure relationships with staff, and the key-person system is effective. Staff generally have high expectations for children's behaviour, and children typically behave well. However, on occasion, there are some inconsistencies in how staff manage children's behaviour. Generally, staff match their expectations to children's age and stage of development. For instance, they help toddlers to scrape their plates at the table, before they learn to scrape into the bins in pre-school. Children learn to collaborate, such as by making sandcastles together. When they struggle to find solutions to problems, staff typically help them to negotiate and share. Staff encourage children to consider their friends' needs. For instance, they remind them to take care with other children's sandcastles when they have spent time making them. Leaders have embedded a culture where attendance is important. Children typically attend well.

Curriculum and teaching

Expected standard

Leaders have embedded a clear curriculum which is well understood by staff. Typically, staff know children well and adapt their interactions to meet children's needs. This ensures that all children are included. For instance, when children are developing their speaking skills, staff carefully model and repeat key words and short sentences for them to copy. Throughout the setting, children develop a real love of books. Babies confidently pass books to staff to read with them and older children spend time looking at books independently. Mathematical knowledge is carefully woven through the curriculum. Staff embed mathematical language in play, such as discussing children's birth months, supporting a developing understanding of time. Babies join in increasingly with number rhymes and staff support older children to extend their knowledge. For instance, staff help children to explore early addition and record number sentences. Where teaching is best, staff deliberately ask children lots of broad questions. This helps children to explore their thinking and develop their communication skills. However, not all interactions are consistently of this quality. At times, staff are more supervisory in their roles and do not use all interactions as a chance to move children's learning forward.

Inclusion

Expected standard

Leaders know children and families well. They provide an inclusive level of support for parents and carers and wider families. For instance, parents can take a variety of resource bags to use at home, such as cookery kits. The ingredients are supplied so that all families have equal access to this experience. Leaders ensure that children, parents and staff are all valued as central partners in the nursery community, creating an inclusive environment. Leaders and staff monitor children's progress and typically identify potential barriers to learning, and they take action to reduce these. Children with special educational needs and/or disabilities receive clear support and adaptations in the setting and help from other specialists from within the organisation. However, referrals to local authority partners do not consistently happen at sufficient speed. This means that children do not consistently benefit from all potential support routes. Staff receive suitable training to support them in adapting their practice to ensure that all children are included. For instance, they recently completed specialist training in a speech and language programme. This was in response to leaders identifying a growing need in this area within their community. Staff typically make considered changes to meet children's needs, such as using visual images to help them to communicate. Leaders ensure that additional funding is carefully spent to benefit children. They have a clear knowledge of supporting children who are known to children's social care.

Leadership and governance

Expected standard

Leaders typically have clear oversight of the setting. They continually take action to improve children's experiences and have made considerable improvements in recent months. Leaders have a very clear knowledge of the local community that they serve. They regularly collect and analyse data about their local area and use this to inform their provision. This enables them to consistently make decisions that are in the best interests of the children who attend. Leaders typically prioritise staff's wellbeing and job satisfaction. For instance, they complete staff satisfaction surveys regularly. Leaders keep staff updated on their actions with regular 'you said, we did' feedback, and staff appreciate leaders' support. They feel that they are valued members of their community and benefit from regular, tailored training. However, staff have not yet received all the training that they need to ensure that teaching and behaviour management is consistent. Leaders also regularly conduct feedback surveys and meetings with parents and carers. Parents also typically feel that they are welcomed as members of the community. Parents value the support that they receive from leaders and staff, especially with parenting challenges, such as potty training. This support enables them to get their children potty trained early. They recognise the progress that their children make, especially with their communication, as a result of their experiences in the nursery. Leaders provide a wealth of guidance for families, such as specialist advice for parents with twins and triplets. At times, leaders have not pursued all potential avenues to support all children with special educational needs and/or disabilities, at pace. This is because staffing challenges have taken them away from some leadership tasks and they have not consistently had time for all elements of their roles to further develop high standards across the setting.

What it's like to be a child at this setting

Children arrive at the setting with real enthusiasm, and they are keen to see their friends and explore the variety of experiences on offer. Children of all ages benefit from positive, responsive relationships with staff. They seek comfort and support from staff when needed. Staff ensure that the wellbeing and welfare of the children always remain their highest priority. Children develop a clear sense of belonging. For instance, toddlers join in happily with welcome songs and beam with pride when they hear their name. This helps them to feel included as important members of their community. Children learn about the world around them. For instance, they plant apple seeds and watch them grow into small trees. They work together to grow fruit and vegetables, such as potatoes and tomatoes. Tasting the things that they have grown helps them to eat an increasingly healthy diet. Children also learn how to look after their world as part of the setting's commitment to sustainability. For example, children take part in litter picks. They can also take home a litter-pick kit to share the experience with their families. Children develop real enthusiasm and excitement for learning. This encourages them to attend regularly. For instance, staff slowly and deliberately reveal resource clues for a familiar book from a bag. Children move closer as they become increasingly intrigued. Throughout the nursery, books and related resources are routinely used to capture children's interest, helping children to develop a genuine excitement about books and reading. Children benefit from a highly collaborative ethos. It places them and the views of their parents and carers at the heart of all decision making. Parent's views are continually sought out and their feedback is acted upon. Parent representatives attend quarterly meetings that result in meaningful changes. For instance, photos are now provided of what children eat each day, as parents requested more detailed information.

Next steps

Leaders should consistently make referrals to wider support services for children with special educational needs and/or disabilities at the earliest possible stage. Senior leaders should develop structures to ensure that all day-to-day leaders have sufficient time to fulfil all aspects of their roles to a high standard. Leaders should continue to strengthen the quality of education and behaviour management practice, so that staff use all interactions as tailored opportunities to move children's learning forward, further.

About this inspection

The inspector 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.

About this setting

URN: 2887573
Address: Fieldfare Emersons Green Bristol BS16 7FN
Type: Childcare on Non-Domestic Premises, Full day care
Registration date: 12/02/2026
Registered person: Places For Children (PFP) Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: South Gloucestershire

Facts and figures

Age range at inspection: 0 to 4
Total places: 100

Data from 18 August 2026

Your Co-Op Little Pioneers Nursery and Pre-School Emersons Green Unique reference number (URN): 2887573 Address: Fieldfare, Emersons Green, Bristol, BS16 7FN Type: Childcare on non-domestic premises Registered with Ofsted: 12/02/2026 Registers: EYR, CCR Registered person: Places For Children (PFP) Limited Inspection report: 18 August 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Strong standard Expected standard 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. Children's welfare and wellbeing Strong standard Leaders and staff give children's welfare and wellbeing the very highest priority. Staff are wholly attentive to children's care needs. Leaders and staff have a comprehensive knowledge of children and they use this to inform their care. For instance, they update weaning plans for children each week. Leaders ensure that policies and procedures are developed with children's welfare at the heart. For example, they have created individual sleep risk assessments for each child in response to recent national findings. Staff implement secure routines which enable children to eat well, sleep well and thrive. For instance, children learn about healthy foods as they grow their own vegetables and identify them in their meals. Children eat more healthily as a result, and they build lifelong healthy habits. Mealtimes are positive, social occasions and staff encourage children to try new things. Children learn to keep themselves safe. For example, they remind peers to turn to face the table while eating. Children benefit from the high level of support their families receive. This creates a positive, holistic experience. The children replicate this sense of community as they learn to share responsibility for their environment, such as by clearing their plates when they finish lunch. Children learn to understand and manage their emotions effectively. For instance, they choose to use a dark den to take time to calm themselves when needed. Achievement Expected standard Typically, children make secure progress across the curriculum. Children develop their imagination and creativity. For instance, they create images from paper cuttings and glue. They explain what they create to staff, developing their communication skills. Some children start to use adventurous language, such as 'gigantic'. Generally, children become increasingly independent. Babies learn to feed themselves with spoons and pre-school children serve their own food with tongs. Children are typically well prepared for their next stage in learning. For instance, toddlers start to drink from open cups and eat without bibs to prepare them for their move on to the next room. Children become increasingly confident, curious explorers. For instance, they ask staff to find out more information about things that they notice, such as which species of fish they are looking at. Their confidence grows as they become competent in sharing their needs and feelings. For example, they tell staff when they have finished eating or would like more fruit. Behaviour, attitudes and establishing routines Expected standard Leaders have established a positive and purposeful atmosphere in the setting. At all stages, songs are used to signal times of change in routine and children generally respond well to these. For instance, toddlers join in with a 'jumping bean' song, and know to wash their hands once it finishes. These clear, embedded routines help children to know what is expected of them. Children build warm and secure relationships with staff, and the key- person system is effective. Staff generally have high expectations for children's behaviour, and children typically behave well. However, on occasion, there are some inconsistencies in how staff manage children's behaviour. Generally, staff match their expectations to children's age and stage of development. For instance, they help toddlers to scrape their plates at the table, before they learn to scrape into the bins in pre-school. Children learn to collaborate, such as by making sandcastles together. When they struggle to find solutions to problems, staff typically help them to negotiate and share. Staff encourage children to consider their friends' needs. For instance, they remind them to take care with other children's sandcastles when they have spent time making them. Leaders have embedded a culture where attendance is important. Children typically attend well. Curriculum and teaching Expected standard Leaders have embedded a clear curriculum which is well understood by staff. Typically, staff know children well and adapt their interactions to meet children's needs. This ensures that all children are included. For instance, when children are developing their speaking skills, staff carefully model and repeat key words and short sentences for them to copy. Throughout the setting, children develop a real love of books. Babies confidently pass books to staff to read with them and older children spend time looking at books independently. Mathematical knowledge is carefully woven through the curriculum. Staff embed mathematical language in play, such as discussing children's birth months, supporting a developing understanding of time. Babies join in increasingly with number rhymes and staff support older children to extend their knowledge. For instance, staff help children to explore early addition and record number sentences. Where teaching is best, staff deliberately ask children lots of broad questions. This helps children to explore their thinking and develop their communication skills. However, not all interactions are consistently of this quality. At times, staff are more supervisory in their roles and do not use all interactions as a chance to move children's learning forward. Inclusion Expected standard Leaders know children and families well. They provide an inclusive level of support for parents and carers and wider families. For instance, parents can take a variety of resource bags to use at home, such as cookery kits. The ingredients are supplied so that all families have equal access to this experience. Leaders ensure that children, parents and staff are all valued as central partners in the nursery community, creating an inclusive environment. Leaders and staff monitor children's progress and typically identify potential barriers to learning, and they take action to reduce these. Children with special educational needs and/or disabilities receive clear support and adaptations in the setting and help from other specialists from within the organisation. However, referrals to local authority partners do not consistently happen at sufficient speed. This means that children do not consistently benefit from all potential support routes. Staff receive suitable training to support them in adapting their practice to ensure that all children are included. For instance, they recently completed specialist training in a speech and language programme. This was in response to leaders identifying a growing need in this area within their community. Staff typically make considered changes to meet children's needs, such as using visual images to help them to communicate. Leaders ensure that additional funding is carefully spent to benefit children. They have a clear knowledge of supporting children who are known to children's social care. Leadership and governance Expected standard Leaders typically have clear oversight of the setting. They continually take action to improve children's experiences and have made considerable improvements in recent months. Leaders have a very clear knowledge of the local community that they serve. They regularly collect and analyse data about their local area and use this to inform their provision. This enables them to consistently make decisions that are in the best interests of the children who attend. Leaders typically prioritise staff's wellbeing and job satisfaction. For instance, they complete staff satisfaction surveys regularly. Leaders keep staff updated on their actions with regular 'you said, we did' feedback, and staff appreciate leaders' support. They feel that they are valued members of their community and benefit from regular, tailored training. However, staff have not yet received all the training that they need to ensure that teaching and behaviour management is consistent. Leaders also regularly conduct feedback surveys and meetings with parents and carers. Parents also typically feel that they are welcomed as members of the community. Parents value the support that they receive from leaders and staff, especially with parenting challenges, such as potty training. This support enables them to get their children potty trained early. They recognise the progress that their children make, especially with their communication, as a result of their experiences in the nursery. Leaders provide a wealth of guidance for families, such as specialist advice for parents with twins and triplets. At times, leaders have not pursued all potential avenues to support all children with special educational needs and/or disabilities, at pace. This is because staffing challenges have taken them away from some leadership tasks and they have not consistently had time for all elements of their roles to further develop high standards across the setting. Compulsory Childcare Register requirements This setting has met the requirements of the compulsory part of the Childcare Register. How we check if a provider meets the requirements of the Compulsory Childcare Register When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes: Met Not met What it's like to be a child at this setting Children arrive at the setting with real enthusiasm, and they are keen to see their friends and explore the variety of experiences on offer. Children of all ages benefit from positive, responsive relationships with staff. They seek comfort and support from staff when needed. Staff ensure that the wellbeing and welfare of the children always remain their highest priority. Children develop a clear sense of belonging. For instance, toddlers join in happily with welcome songs and beam with pride when they hear their name. This helps them to feel included as important members of their community. Children learn about the world around them. For instance, they plant apple seeds and watch them grow into small trees. They work together to grow fruit and vegetables, such as potatoes and tomatoes. Tasting the things that they have grown helps them to eat an increasingly healthy diet. Children also learn how to look after their world as part of the setting's commitment to sustainability. For example, children take part in litter picks. They can also take home a litter-pick kit to share the experience with their families. Inspector: Alanda Phillips About this setting Unique reference number (URN): 2887573 Address: Fieldfare Emersons Green Children develop real enthusiasm and excitement for learning. This encourages them to attend regularly. For instance, staff slowly and deliberately reveal resource clues for a familiar book from a bag. Children move closer as they become increasingly intrigued. Throughout the nursery, books and related resources are routinely used to capture children's interest, helping children to develop a genuine excitement about books and reading. Children benefit from a highly collaborative ethos. It places them and the views of their parents and carers at the heart of all decision making. Parent's views are continually sought out and their feedback is acted upon. Parent representatives attend quarterly meetings that result in meaningful changes. For instance, photos are now provided of what children eat each day, as parents requested more detailed information. Next steps Leaders should consistently make referrals to wider support services for children with special educational needs and/or disabilities at the earliest possible stage. Senior leaders should develop structures to ensure that all day-to-day leaders have sufficient time to fulfil all aspects of their roles to a high standard. Leaders should continue to strengthen the quality of education and behaviour management practice, so that staff use all interactions as tailored opportunities to move children's learning forward, further. About this inspection The inspector 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. Bristol BS16 7FN Type: Childcare on non-domestic premises Registration date: 12/02/2026 Registered person: Places For Children (PFP) Limited Register(s): EYR, CCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30 Local authority: South Gloucestershire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 18 August 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 100 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. 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