Little Adventures Nursery (Weston-super-Mare)

Little Adventures Nursery (Weston-super-Mare)
Unique reference number (URN): 2677614
Address: 39 Charlton Road, Weston-super-Mare, BS23 4HG
Type: Childcare on non-domestic premises
Registered with Ofsted: 14/03/2022
Registers: EYR
Registered person: Little Adventures Nurseries 2 Limited
Inspection report: 9 September 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
Children's welfare and wellbeing Strong standard
Leaders and managers have skilfully identified weaknesses in the key-person system and
exceedingly effective adaptations mean that children receive individualised care plans.
Children form lovely bonds with their chosen adult. There are highly responsive interactions,
especially with young children. For example, babies who find it difficult to settle themselves
to sleep receive cuddles and gentle stroking by patient staff who help soothe them to sleep.
Staff carefully consider transitions to the next room and ensure that children are ready, able
and confident. The environment is well considered to ensure adjustments are in place to
meet children's individual needs. Staff skilfully and sensitively address milestones with
parents, developing highly effective two-way partnerships.
Mealtimes are a lovely occasion with many opportunities to talk about preferences and
healthy eating. Children are closely supervised with excellent deployment of staff to keep
children safe. Leaders implement highly effective procedures and risk assessments to
ensure that children and staff remain safe, regardless of their individual requirements. This
is specifically rigorous when responding to allergens and medical needs, and ensuring that
all staff have the required medical training. There are highly effective engagements with
other professionals to successfully review and monitor the effectiveness of policies and
procedures. Robust training ensures highly effective sleep arrangements that are
responsive to the changing needs of children and legal requirements. These protect children
and maintain high standards of hygiene successfully.
When children visit the local wood, they fully understand the rules and expectations that
keep them safe. For example, after recalling the rules from their last visit, they know that
when a dog enters their coned space they should immediately cross their arms across their
chest and stand still. Children confidently talk about the reasons as to why only 2 children
are allowed on the swing and that they need to have an adult with them if they go up the hill.
Staff complete thorough, individualised risk assessments so that all children can attend.
Leadership and governance Strong standard
Leaders demonstrate a strong commitment to providing high-quality care and education.
The highly efficient and knowledgeable new management team have a deep understanding
of the nursery's strengths and areas for development. They use highly effective and
reflective self-evaluation and share their knowledge and expertise. For example, although
not yet fully embedded for staff who have very recently joined the nursery, there are ongoing
improvements and excellent training opportunities. Leaders and managers expertly consider
how best to support staff induction and professional development with careful consideration
for their learning styles and any adjustments needed. Improvements are evident. For
example, they follow sustained, shared-thinking training, which is successfully improving
children's communication and language skills. This new staff team work highly impressively
together with the best interests of the children at the heart of all they do, with particular
regard to improving attendance.

Expected standard
There are excellent partnerships with parents who feel well supported in difficult times.
There are extensive handovers and parents feel very well informed about their child's day
and their current learning. Staff are particularly supportive when children attend initial
sessions where staff offer comfort and reassurance to parents when children are unsettled.
Leaders are receptive to feedback gathered from parents. For example, there is now clear
labelling on room doors so that parents know who is caring for their children on that day.
Leaders use a staff survey highly effectively to gather the thoughts and ideas from staff to
help them manage their key-person responsibilities and workload. Leaders have identified
improvements and are working on these to improve the working environment and boost
morale. This demonstrates that the management team are proactive and address concerns
immediately when they arise, especially in promoting robust team work in a welcoming and
supportive environment.
Achievement Expected standard
Overall, children achieve well from their starting points. All children progress well in their
communication and language development. Babies consistently hear commentary and new
vocabulary, whereas older children receive lots of opportunities to talk about their
experiences, such as their news during 'circle times'. Children show a love of books. Young
children choose favourite books to explore, handling them carefully and turning pages with
precision. They point to pictures and wait for staff to identify an object.
Children, from an early age, learn to be independent. Young babies have every opportunity
to feed themselves while older children serve themselves. They receive consistent
encouragement and praise to succeed and build high levels of self-esteem. For example,
they have as much time as needed to dress themselves for their trip to the wood. They
persevere and succeed to pull zips up and are proud of their achievements.
Behaviour, attitudes and establishing routines Expected standard
Leaders have excellent understanding of the barriers that some children face. They
continually work well with families. For example, they seek new ways to enable regular
attendance, maintaining and monitoring an accurate record of children's attendance.
Leaders provide tailored support and kindness when required to enable children to attend
and establish routines in readiness for their move on to school. They provide ideas to help at
home, such as supporting consistent bedtime routines.
Generally, children are aware of behavioural expectations and they receive support to play
nicely together. Staff use individualised nurture plans and support passports to make
necessary adaptations when considering children's behavioural needs, such as self-
regulation toys. Staff talk calmly and encourage children to share and take turns well.
Children are kind to each other. For example, toddlers share construction bricks. Children
develop positive relationships and play collaboratively, making play dough animals
alongside attentive staff. However, staff do not always help children to see the impact of

throwing rice or crawling under a table, on their and others' wellbeing. Leaders have high
expectations and have identified these inconsistencies and are working with staff to improve
standards.
Curriculum and teaching Expected standard
Leaders and managers design a curriculum that motivates children to learn, including those
with special educational needs and/or disabilities and those with barriers to learning. They
consider children's interests and what they want children to learn next through identification
of well-targeted 'thrive goals'. Overall, staff use this knowledge well to tailor the curriculum to
build on what children know already and sequence their learning well. For example, the
environment is carefully adapted to build children's physical skills. Babies have lots of
opportunities to reach, stretch, pull themselves up and cruise, while older children climb tree
stumps, balance on logs and swing on the rope swing, learning the value of fresh air and
physical exercise. The new leadership and management team recognise fluctuations in
practice and actively support staff to raise standards, particularly in developing children's
communication and language skills and supporting consistency in understanding behaviour
expectations.
Older babies thoroughly enjoy a group song time where they are invited to choose a
favourite song. Staff consistently use children's names and support spoken words with sign
language to help build children's confidence and understanding. For the most part, babies
engage well and show attention by, for example, enthusiastically participating in actions and
anticipating the next move. Engaging staff help children to explore the rice with a wide range
of different tools, building on their interest of treasure chests. Children watch and listen as
staff model and explain and then have a go independently as they develop coordination and
muscle strength. Children learn new vocabulary, such as 'sieve', show interest in numbers
and begin to engage in cooperative play.
Inclusion Expected standard
Leaders swiftly identify children with special educational needs and/or disabilities (SEND) or
children who face barriers to their learning due to disadvantage. Overall, they work closely
with other agencies and professionals to provide effective targeted support. Those with
responsibility for SEND show good understanding of their roles and responsibilities and, with
leaders, identify ways forward to enable consistency through the training programme, such
as the consistent use of sign language. They efficiently identify where early help is needed
and engage well with parents to put nurture plans and support passports in place. Through
this approach, all staff know their key children well which helps children to access the full
curriculum.
Leaders and managers use any additional funding precisely to improve the outcomes for
children and to ensure they attend the setting regularly. They use focused assessments,
including the 2-year-old progress check, and review the procedures in place efficiently to
help them understand potential barriers to learning and emerging needs. This approach has
a positive impact on children's achievement and wellbeing, including those children who are
known, or previously known, to children's social care.

What it's like to be a child at this setting
Children arrive happily at this secure, inviting and well organised nursery. They and their
families receive a cheery welcome by staff who know them well and help them to settle
quickly into nursery life. There are lots of cuddles and reassurance for young babies who
smile and gurgle at their familiar adults. Familiar routines throughout the nursery help
children to feel safe.
Children thoroughly enjoy their imaginative play and build on their own experiences. For
example, older children explain that they work at this café and offer suggestions that are on
the menu, using a wide range of vocabulary. They confidently ask questions, such as 'Do
you have any allergies?'. Babies relish the new dressing-up resources that have been
carefully chosen for them to develop independence. They have a wonderful time engaging
with attentive staff, building excellent social skills. They hear new vocabulary and the sounds
of the different animals, copying the actions, signs and sounds, such as pretending to be a
frog.
Children thoroughly enjoy their time in the local wood. They excitedly explore the safe
environment, showing awe and wonder as they find new bugs and investigate their habitats
with magnifying glasses. There are lots of opportunities for children to develop their ideas as
they discover what they can use instead of paint to develop their creations. Children mix
water and soil together, thinking about how they can make it thicker and testing their ideas in
collaboration with their friends. Children confidently find other resources, such as trees, to
make their marks with their 'paint', explaining what they are drawing with confidence.
Children recall they had porridge for breakfast and demonstrate how they would make it.
They show excellent understanding, giving reminders that you should only pretend to eat it
otherwise you will get a poorly tummy.
Next steps
Leaders should embed the training programme to enable consistently high-quality
interactions and education throughout the nursery.

Inspector:
Rachael Williams
About this setting
Unique reference number (URN): 2677614
Address:
39 Charlton Road
Weston-super-Mare
BS23 4HG
Type: Childcare on non-domestic premises
Registration date: 14/03/2022
Registered person: Little Adventures Nurseries 2 Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: North Somerset
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
About this inspection
The inspector spoke with leaders, managers, staff, the special educational needs
coordinator, parents and children 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.
The setting has undergone significant changes to the leadership and management since the
last inspection.

This data is from 9 September 2026
Children numbers
Age range of children at the time of inspection
0 to 3
Total number of places
68
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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