Clifton Tots Day Nursery

Clifton Tots Day Nursery
Unique reference number (URN): EY478274
Address: Clifton Tots Day Nursery, 12 Grove Road, Redland, BRISTOL, BS6 6UJ
Type: Childcare on non-domestic premises
Registered with Ofsted: 18/06/2014
Registers: EYR, CCR, VCR
Registered person: Clifton Tots Ltd
Inspection report: 28 July 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Urgent improvement
Safeguarding standards not met
Leaders have not ensured that there is an open and positive culture around safeguarding
that adequately protects children from harm.
Leaders do not ensure that staff understand and fulfil their safeguarding responsibilities.
Staff knowledge of how to identify, record and report concerns about children's safety and
welfare is inconsistent. Some staff do not recognise when information is a concern and
should be recorded or shared, while others do not demonstrate a secure understanding of
how to respond to concerns about a child's welfare. Staff do not use professional curiosity
effectively when concerns arise about children's wellbeing.
Leaders do not respond appropriately to concerns about the conduct of adults working with
children. They do not follow safeguarding procedures or seek advice from relevant agencies
when concerns arise. These weaknesses delay appropriate action, reduce safeguarding
oversight and compromise the effectiveness of arrangements to protect children from harm.
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.
Achievement Urgent improvement
Children do not make sufficient progress through the curriculum, because it is not broad or
ambitious. It is not effectively sequenced to help children progress and sustain their
learning. Children do not experience meaningful interactions that promote their learning and
development across all areas. As a result, children do not develop their knowledge and skills
as well as they could.
Children access a range of activities, but these do not help them build knowledge and skills
over time. For example, children spend extended periods building with bricks or playing with
dolls. While children enjoy these experiences, this is not deepening children's learning or
closing gaps.
Children who face barriers to their learning and wellbeing do not receive learning
experiences that meet their individual needs. As a result, gaps in learning remain.
Consequently, children do not develop the knowledge, skills and confidence they need for
their next stage of learning and, where appropriate, for school.

Behaviour, attitudes and establishing routines Urgent improvement
Leaders have not established a positive environment with clear expectations for behaviour.
Staff do not implement behaviour expectations effectively or provide children with the
support they need to understand routines and expectations.
Leaders do not implement the key-person system effectively. Many staff do not know which
children they are responsible for and do not know children well enough to understand their
individual needs, stage of development or next steps in learning. Leaders do not ensure that
all parents know who their child's key person is. As a result, many staff do not build secure
relationships with children or provide support that reflects children's individual needs and
circumstances.
Staff do not demonstrate the knowledge and skills required to support children's learning,
behaviour and development. They cannot clearly identify children's developmental levels or
explain how they support children to make progress. Although some staff recognise when
some younger children are ready to achieve developmental milestones, such as around
toilet training, they do not consider how to adapt practice or the environment to support
children at the earliest opportunity. This delays children in reaching some of their milestones.
Staff do not demonstrate that they understand how to help children understand routines and
expectations. For example, during mealtimes, staff sometimes pick children up and move
them to the table rather than helping them understand what is expected. Staff provide
limited explanations and do not use these opportunities to promote independence. When
children throw toys, staff do not help them understand the impact of their actions on others
or redirect them towards appropriate play. Consequently, staff do not support children to
develop the independence, self-regulation and social skills they need to learn and interact
positively with others.
Children's welfare and wellbeing Urgent improvement
Leaders do not ensure that children experience a safe, nurturing and well-managed
environment that promotes their welfare and wellbeing. Leaders do not implement effective
procedures for obtaining, recording and monitoring information about children's welfare.
Staff do not consistently gather, record or review information relating to injuries, accidents
and concerns about children's wellbeing. Leaders do not maintain effective oversight of this
information, and do not ensure that records are accurate, complete or used to inform
safeguarding decision-making. As a result, leaders cannot demonstrate effective monitoring
of concerns or identify patterns that may indicate children are at risk of harm.
Leaders do not deploy staff effectively to ensure children's safety throughout the day. Staff
do not maintain sufficient supervision of children or the environment and do not consistently
identify potential risks. For example, children engage in potentially unsafe behaviour, such
as climbing and jumping on furniture, without staff providing appropriate support, guidance
or intervention. Staff also do not identify when children require immediate care and support.
On several occasions, staff did not recognise that children were wearing wet clothing. This
has a negative impact on children's health and wellbeing.

Leaders do not maintain effective oversight during daily routines. For example, during
mealtimes, staff do not consistently notice when children leave their seats or attempt to
retrieve food from the floor. These weaknesses demonstrate that staff do not remain
sufficiently alert to children's needs, actions and wellbeing.
Leaders do not ensure that staff have the knowledge, skills and vigilance required to keep
children safe and meet their care needs. As a result, staff do not consistently identify risks,
respond promptly to children's needs or maintain a safe environment. Staff demonstrate an
awareness of safer-sleep guidance and follow appropriate arrangements for sleeping
children.
Curriculum and teaching Urgent improvement
Leaders do not have an accurate understanding of the quality of the curriculum and
teaching. Their monitoring and evaluation do not identify weaknesses or the improvements
needed to ensure that all children receive high-quality learning experiences.
Leaders do not ensure that staff implement a broad curriculum with high enough
expectations for what children can achieve. Many staff are inexperienced, and leaders do
not provide them with sufficient support to develop the knowledge and skills required for
their roles. Consequently, staff do not have a secure understanding of what they want
children to learn and cannot clearly identify the intended learning behind activities and
experiences. Staff often provide activities that focus on completing routine tasks rather than
promoting purposeful learning. For example, children create medals and enjoy the activity.
However, staff cannot explain the purpose of the activity or identify what they want children
to learn.
Staff demonstrate limited knowledge of how to deliver the curriculum and support children's
learning and development through their interactions. They frequently ask repetitive
questions and ask children to repeat what they have said rather than extending
conversations, introducing new vocabulary or promoting children's own thinking. For
example, during play-dough and mark-making activities, staff do not use discussion or
targeted questioning well. Children are not able to develop their language, communication
and thinking skills further. In the outdoor area, children spend their time running around
while staff supervise from a distance. Staff do not engage children in purposeful learning,
model play, or use these experiences to extend children's development.
As a result, staff do not provide children with high-quality experiences or purposeful
interactions that build on their learning and development. This limits children's opportunities
to develop new knowledge, skills and understanding. This hinders the progress they are
capable of making.
Inclusion Urgent improvement
Leaders and staff do not identify children with barriers to learning quickly or accurately
enough. Staff do not know children well enough to recognise emerging needs, understand
how these affect children's learning and wellbeing, or identify when additional support is
needed. Although some staff can describe children's individual needs and areas of need,
they do not recognise these as barriers to learning. They do not think about how they can

adapt interactions and activities to support children effectively. For example, some staff
identify that children are experiencing barriers to their learning. They describe actions they
would take to support children. Some children require help to understand and manage their
emotions. However, these strategies are not evident in practice, and staff do not support
children's emotional development effectively. For example, staff say 'stop' or 'don't do that'
with no follow up. This does not help children understand how to manage and understand
their actions or emotions.
Children with previously identified needs receive support from external agencies that visit
the setting. However, leaders and staff do not use assessment information effectively to
identify other children who may need additional support. As a result, some children's needs
remain unidentified, and opportunities for early interventions are not implemented.
Leaders have not sufficiently trained staff to identify, assess, plan and review support, nor do
they make it clear who staff can seek for help with this. Overall, the weakness in the
provision means that children who need additional support are not given the help they
require to make meaningful progress in all areas of their learning and development.
Leadership and governance Urgent improvement
Leaders have failed to keep sufficient oversight of safeguarding practices and procedures at
the setting. They do not ensure that staff have the knowledge and understanding needed to
follow safeguarding procedures and respond appropriately when concerns arise about
children's safety and welfare. Leaders have also failed to follow safeguarding procedures in
line with policies when concerns and allegations have been raised about adults working with
children. Breaches of statutory requirements, including those relating to safeguarding, have
a significant impact on children's safety, wellbeing and learning and place children at risk of
harm.
Leaders do not ensure that staff receive the support, training and professional development
they need to carry out their roles effectively. Although leaders have introduced and adapted
a training programme, this has not yet improved the quality of practice. Many staff are
inexperienced and lack the knowledge and skills needed to deliver a meaningful curriculum,
support children's learning and development, and fulfil their safeguarding responsibilities.
However, some staff report that they enjoy working at the setting and feel supported by
leaders.
Leaders do not support staff to identify children's barriers to learning accurately or establish
secure relationships that support children's learning and wellbeing. Leaders do not ensure
that all parents know who their child's key person is or that they understand the role of the
key person in supporting their child's learning, development and wellbeing.
Leaders do not monitor staff practice rigorously enough to identify weaknesses and secure
improvement. As a result, leaders do not have an accurate understanding of the quality of
education, care and safeguarding across the setting, and children do not receive the support
they need to make steady progress. Parents report that their children enjoy attending and
developing relationships with their peers.

Compulsory Childcare Register requirements
This setting has not 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
Voluntary Childcare Register requirements
This setting has not met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Leaders fail to maintain sufficient oversight of safeguarding practices and procedures. They
do not ensure that staff understand how to respond appropriately to concerns about
children's safety and welfare. Leaders also fail to follow the correct safeguarding procedures
when allegations are made against staff. Staff do not supervise children well enough to help
keep them safe. These breaches of statutory requirements, particularly those related to
safeguarding, have a significant impact on children's safety, wellbeing and learning.
Consequently, children are exposed to a risk of harm.

Children do not benefit from an effective key-person system. Some staff do not provide the
care, support and reassurance that some children need to feel emotionally secure. While
some children engage in activities, others receive less support to develop a sense of
belonging and emotional wellbeing. Nevertheless, some babies enjoy warm interactions with
staff, who provide cuddles and reassurance when they are upset or tired.
Children do not consistently receive the support and challenge they need to make good
progress in their learning. They do not experience an ambitious and well-sequenced
curriculum that builds on what they already know and can do. Staff do not consistently
recognise children's individual learning needs or adapt their interactions and teaching to
help children overcome barriers to learning. As a result, some children are less engaged in
learning, and opportunities to develop their knowledge and skills are limited. Consequently,
children do not make the progress they are capable of across all areas of learning.
Children access a range of activities and resources that interest them. Staff take children on
trips within the local community, helping them learn about the world around them. Children
of all ages enjoy listening to stories and joining in with familiar songs and rhymes. Some
staff build positive relationships with children and their families. Leaders work with parents to
support children's attendance and agreed sessions.
Next steps
The provider is not meeting the requirements of the Early years foundation stage and
Childcare Register and Ofsted intends to take enforcement action.
We will issue a Welfare Requirements Notice requiring the provider to have taken the
following actions by the assigned date:
Action Completion Date
ensure that all staff with lead responsibility for
safeguarding understand the procedure to follow if
concerns are raised about staff practice, including the
requirement to refer to relevant external agencies
30/07/2026
ensure that all staff have the knowledge and
understanding of safeguarding procedures, including
how to identify and act on concerns that may put
children at risk of harm
30/07/2026
improve procedures for gathering, maintaining and
sharing information relevant to ensuring children's
safety and wellbeing
30/07/2026
ensure that all staff adequately supervise children to
ensure their safety and meet their individual needs
30/07/2026

Inspectors:
Sarah-Louise Clements
Victoria Nicolson
About this setting
Unique reference number (URN): EY478274
Action Completion Date
ensure that all children have a named key person, to
work with parents and other professionals to meet
children's individual needs
03/08/2026
provide appropriate training and support for staff to
ensure they understand their roles and responsibilities
and improve their interactions with children
31/08/2026
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following action by the assigned date:
Action Completion Date
develop and deliver a curriculum that is broad and
ambitious to build on what children already know and
can do, to help them make sufficient progress in
learning
11/09/2026
About this inspection
The inspectors spoke with leaders, staff, parents and carers 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.
We carried out this inspection as a result of a risk assessment, following information we
received about the provider. The provider will be able to give parents further information
about this.

Address:
Clifton Tots Day Nursery
12 Grove Road, Redland
BRISTOL
BS6 6UJ
Type: Childcare on non-domestic premises
Registration date: 18/06/2014
Registered person: Clifton Tots Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Bristol City of
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
0 to 5
Total number of places
120
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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