The Nursery at New Manor

The Nursery at New Manor
Unique reference number (URN): 2835250
Address: New Manor Farm Shop, New Manor Farm, North Widcombe, West Harptree, Bristol, BS40 6HW
Type: Childcare on non-domestic premises
Registered with Ofsted: 07/03/2025
Registers: EYR
Registered person: The Nursery at New Manor LTD
Inspection report: 30 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.

Strong standard
Achievement Strong standard
Children develop excellent skills to support their future learning. All children achieve and
thrive due to the high-quality teaching and interventions in this setting. Babies babble and
respond to staff, who reply. Young children move from using one word to joining words
through specific strategies. Staff support enables children to play together, enjoying tea
party role play at forest school. From an early age, children develop high levels of
independence and resilience. For example, babies persevere and walk across the room to
staff, beaming with their achievement.
Young children love their walk to the farm shop to buy fruit, choosing their own piece to chop
up for snack. Older children recognise numbers and know that these relate to the day of the
month. Children develop extremely positive attitudes to learning. Staff encourage them to
develop resilience as they overcome challenges during activities. Children learn to
persevere while counting. They enthusiastically take part in 'Dough disco' sessions to build
hand strength. Babies and children enjoy a range of purposefully planned experiences.
Babies help to collect eggs from the chickens and older children choose books from the
library van. Older children benefit from a wealth of support from staff that helps them
prepare for starting school. This includes staff sharing thorough information about each child
with their next setting. Children with barriers to learning receive highly tailored support from
staff. This enables them to access all areas of learning and ensures they make rapid
progress.
Behaviour, attitudes and establishing routines Strong standard
Leaders create a culture of wellbeing and ensure strong relationships. This is evident in the
experience of families, children and the wider staff team. Staff form warm, trusting
relationships with children. Children learn to play happily together. For example, older
children create a large map to take out into the field. They work together, describing what
they have drawn and written to help find 'Lanky Len' from today's story.
Staff ensure consistent routines are embedded across each group room and support strong
transitions as children move through the setting. Staff celebrate the children's voices and
choices during circle time. For example, babies are encouraged to choose the song they
want to sing and join in with actions and sounds. They look at photos of themselves as staff
use these to create a warm sense of belonging in the group.
Staff encourage older children to be kind and considerate towards others. For example, they
encourage children to wait patiently for their turn to speak during group discussions.
Children are eager to share their ideas about the weather, such as saying, 'It's a bit overcast
today'. Children understand and follow familiar routines well. For example, as they join a
'Dough Disco' activity, children independently collect their individual pots, remove the lids
and move carefully to the carpet to begin the activity.
Leaders understand the importance of regular attendance and act promptly when children
are absent. They are highly effective at identifying barriers that may affect children's

attendance. Leaders work closely with families to support all children. For example, offering
increased hours and providing families with additional support.
Children's welfare and wellbeing Strong standard
Children's safety and emotional wellbeing are highly prioritised. Leaders and staff
consistently plan each child's journey in partnership with parents. Babies and young children
benefit from extremely nurturing settling-in processes. Parents praise the trusting, kind
relationships their children have with staff and leaders. They state their children are valued,
supported, and encouraged to flourish. Parents feel reassured by the information staff share
via the online app and in person.
Staff recognise children's emerging needs. All children are supported to make rapid
progress and display a positive sense of wellbeing. They learn good manners and are
extremely polite, thanking staff at lunchtimes. Staff teach children how to stay safe. They
encourage children to line up to wash their hands and hold hands on a trip to the shop.
Children learn to manage their own needs. For example, children independently refill their
water bottles on a hot day. Staff encourage children to develop healthy lifestyles, as they
plan an abundance of activities to build their self-help and physical skills. Children enjoy
sociable lunchtimes. Staff sit with the babies as they learn to feed themselves. Older
children help to lay the table and clear their plates, thanking each other as plates of food are
passed around. Babies and toddlers settle to sleep quickly, with staff keeping them safe.
Babies' individual weaning plans are agreed with parents, and allergies are meticulously
catered for.
Siblings join each other for breakfast or tea and are offered sibling play sessions. Parents
praise the relationships children have with their key workers. Leaders engage with all
parents thoughtfully and take account of those who work during the week. For instance, they
offer a 'meet your key person' session on a Saturday. Leaders arrange 'stay and play'
sessions for parents and their children at times convenient for working families.
Curriculum and teaching Strong standard
Leaders closely oversee teaching and ensure staff deliver a sequenced and engaging
curriculum. Staff have high expectations of children's achievements and ensure activities are
carefully tailored to their individual needs. For example, staff incorporate each child's next
steps in learning into the activities they plan in each group room. This ensures all staff who
work with the children understand what they need to learn next and can support them.
Staff complete considered observations to help monitor children's development and identify
next steps in learning. Leaders review staff observations and ensure staff use these to
inform planning. Leaders share a daily update with parents about what children have
enjoyed and learned. For example, they share recipes for activities, such as how to make
puffy paint, enabling parents to recreate experiences at home. Parents often respond by
sharing photographs of their children completing the activity at home, helping strengthen
continuity of learning between home and the setting.
Leaders and staff create a curriculum that is specific for each age group. Children are
supported to learn new skills that help prepare them for the move into the next group room.

For example, staff place exciting and inviting activities just out of reach to encourage babies
to crawl and pull themselves to standing. Toddlers receive support to develop new language
as they join in singing sessions and look at pictures to link words and objects. Staff teach
older children about changes in the weather, the months of the year and days of the week.
Forest school sessions form part of the curriculum. Children benefit from fresh air and
develop physical skills as they explore safely under staff's careful supervision. Staff plan
circle time and group story times to help children develop attention skills. Older children
excitedly recall familiar stories and fill in missing sentences, such as 'don't wake the dog'.
Leaders design a curriculum that focuses on teaching mathematics. Children use their
fingers to represent numbers and confidently recognise numerals up to 30. Leaders ensure
all children make continued progress from their individual starting points.
Inclusion Strong standard
Leaders establish a fully inclusive culture throughout the nursery. They work swiftly to
identify and address barriers to children's learning. This includes children with special
educational needs and/or disabilities (SEND) or those known to children's social care. Staff
work in partnership with parents and carers to gain an excellent understanding of each
child's needs. Parents are invited into the setting to discuss their child's progress, and staff
routinely share their assessment of each child's development.
Leaders and staff consistently assess children's development and any changes in their
home lives. This ensures that the adaptations they make have the most impact. For
example, all staff use Makaton sign language daily with all children. They tailor this to
support children with speech and language delays. This supports children's communication,
as they use signs to further communicate with each other, staff and visitors. Children who
have SEND can access all experiences and activities with support from skilled staff. Staff
play alongside children who need extra support. They are skilful at knowing when to join and
when to narrate play to build language and learning. Children enjoy secure bonds and
trusting relationships with staff. Staff are exemplary in their support for children with physical
needs. Leaders identify emerging needs quickly and decisively. They work with parents to
offer support. This ensures that no child is left behind. All children make progress from their
individual starting points as staff provide individualised curriculum support.
Leaders collaborate extremely successfully with external professionals for guidance and
training. They implement strategies from medical professionals and diligently share them
with their staff team. This means that all staff know how to support children with SEND
across the setting. Leaders ensure that each child's learning is enriched, every child is
included and barriers to learning are reduced.
Leadership and governance Strong standard
Leaders have created a setting built around firm, trusting relationships. They empower staff
to deliver a positive difference to all children's learning. Leaders are aspirational and
extremely reflective in leading the staff team. They recognise when to adapt and improve
their curriculum to ensure their work makes a difference to the children and families they
work with. For example, leaders identify and plan further training to extend expertise. This

helps to ensure children experience a curriculum that is embedded, exciting and inspires
their progress.
Leaders have high expectations for all children. They work closely with staff, parents and
external professionals when making decisions in children's best interests. Leaders work with
other settings and organisations to further develop their early years practice and create a
culture of ongoing professional learning. New research and emerging evidence inform their
teaching and curriculum planning. This ensures leaders and staff continually improve their
expertise in caring for children. Leaders have a highly strategic approach to improvement to
ensure the best possible outcomes for all children. Children with special educational needs
and/or disabilities are extremely well supported. This results in all necessary adaptations
being made to reduce barriers to learning and wellbeing.
Leaders consistently engage with parents in thoughtful ways. They ensure staff share
detailed and meaningful updates daily regarding their children's care and learning. Parents
are invited to attend children's development review meetings and provided with strategies to
support children's transitions.
Staff supervision is robust, and staff state they feel extremely valued. Staff have individual
learning plans and targets to help improve their practice. The support leaders provide results
in a staff team who have high aspirations for their work and career progression in the
setting. Staff are well informed and knowledgeable and share practice and model skills with
their peers. Leaders and staff are highly reflective of their own practice and strive to make a
difference in every interaction with children. This creates a highly positive impact on the
quality of the provision.
What it's like to be a child at this setting
Children flourish in this warm, extremely welcoming setting. They develop close bonds with
familiar staff. Staff know children well and provide individualised care and support. Babies
and children of all ages show they feel safe and secure as they explore freely and
confidently. Children with special educational needs and/or disabilities experience
meaningful adjustments. This ensures they are included and achieve equally in every aspect
of the provision.
Children engage enthusiastically during forest school sessions across all age ranges.
Babies join sessions each week. Staff support children as they learn new skills, explore the
natural environment and join a variety of messy activities. Children are highly motivated to
learn. From an early age, babies are extremely curious. They delight in exploring water play

Inspector:
Amelia Joyner
About this setting
in the shade outside. Babies learn to cruise and walk, developing physical strength. Toddlers
enjoy circle time, where staff create an enriching sense of belonging. They hand out photos
of children's friends and encourage children to display them on a board. Older children thrive
during an interactive story time. Staff use props and a story map to help promote children's
love of literacy.
Throughout the setting, all children learn to communicate extremely well. Babies babble and
staff mirror their efforts. Babies become thoroughly engaged in back-and-forth chatter, which
helps to develop their early language. As children transition through the group rooms, staff
support their individual journey. This means all children are extremely well prepared for the
next stage of their learning. Children learn the skills they need to move into the next group
room, taking a feeling of independence with them.
Older children listen to stories and explore exciting activities linked to story narratives. They
enjoy planned activities, such as junk modelling to recreate a hideout taken from the book,
'What the ladybird heard'. Children enjoy further maths activities linked to the book. They
learn about money as they buy fruit at the adjoining farm shop, using sign language they
have learned to say 'thank you' to the shop owner. Children gain a wealth of skills for their
future learning. This helps them to become confident, resilient and independent. They learn
to behave very well and develop a positive sense of belonging in this extremely nurturing
setting.
Next steps
Leaders should ensure continuous improvement in the setting's successful work to
remove barriers for children who need extra help to realise a transformational impact on
all children's achievement and wellbeing.
About this inspection
The inspector spoke with leaders, practitioners 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.

Unique reference number (URN): 2835250
Address:
New Manor Farm Shop
New Manor Farm, North Widcombe, West Harptree
Bristol
BS40 6HW
Type: Childcare on non-domestic premises
Registration date: 07/03/2025
Registered person: The Nursery at New Manor LTD
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30
Local authority: Bath and North East Somerset Council
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 30 July 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
50
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