Mama Bear's Day Nursery
Mama Bear's Day Nursery is a day nursery in Bristol for children aged 0 to 4, with 80 registered places. Ofsted report card, 10 September 2026: Expected standard in 6 areas; safeguarding standards met.
St Johns Church, Apsley Road, Bristol, BS8 2ST
Key facts
- Type
- Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
- Ages
- 0 to 4 (Ofsted childcare register, as at 30 June 2026)
- Registered places
- 80 (Ofsted childcare register, as at 30 June 2026)
- Registered
- 31 October 2013 (Ofsted childcare register, as at 30 June 2026)
Opening hours
Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00
Source: Ofsted report, inspection on 10 September 2026
Who runs it
Mama Bear's Day Nursery is run by Mama Bear's Day Nursery Ltd (Ofsted register).
Latest inspection
- Inclusion: Expected standard
- Curriculum and teaching: Expected standard
- Achievement: Expected standard
- Behaviour, attitudes and establishing routines: Expected standard
- Children's welfare and wellbeing: Expected standard
- Leadership and governance: Expected standard
- Safeguarding standards met
Source: Ofsted, inspection on 10 September 2026. Contains public sector information licensed under the Open Government Licence v3.0.
What it's like to be a child at this setting
Children arrive and settle quickly. They enjoy a well-planned and stimulating curriculum which successfully builds on what children already know and can do. Children participate in a broad range of experiences, including community visits, beach school and celebrations linked to cultural festivals. They develop curiosity and independence, supported by staff who encourage them to take turns, and make healthy choices. Older children demonstrate an early mathematical understanding, confidently comparing weights and using vocabulary such as 'lighter' and 'heavier' to demonstrate their secure knowledge and understanding. They show a positive understanding of expectations, taking responsibility for table setting with minimal adult intervention, reflecting embedded practice and a sense of belonging.
Children experience warm, nurturing relationships with staff who know them well and help them feel settled, welcomed and valued. Babies benefit from close, warm relationships with their key person and staff. Children share warm, nurturing interactions, and staff closely supervise children to help them feel secure. Children show confidence to explore indoors and outdoors, engaging in meaningful conversations with staff who extend their language and thinking successfully. For example, they discuss shapes as they look at different fruit. Children achieve well and make positive progress during their time at the setting. They are well prepared for the next steps in their development and the eventual move to school.
Children behave well, develop very positive attitudes to learning and are respectful and polite. They listen to instructions, for instance, they take turns to serve themselves lunch and socialise well with their peers and the adults who care for them. Children learn to be sociable, they look out for one another and show empathy and concern if their friends become upset.
What Ofsted found in each area
Inclusion: Expected standard
Leaders and staff create an inclusive environment where children's cultures, languages and family backgrounds are valued. They typically get to know each child and their family well and have a secure understanding of the children and the families that attend. Generally, staff identify children's needs through observations, discussions with parents and ongoing assessment to ensure children receive support appropriately. However, at times, leaders and staff do not always follow up on advice and referrals to other professionals to remove emerging barriers to children's learning when they arise. This means that there can be delays to children receiving advice and support from specialists and external partners.
Staff use the sensory room thoughtfully to support children with special educational needs and/or disabilities and those who need help regulating their emotions. Typically, leaders work closely with external professionals to help ensure they meet children's needs successfully. As a result, children are increasingly well supported, make progress and thrive in the setting. Leaders have a clear understanding of how to use additional funding to suitably support children, such as providing specific resources.
Curriculum and teaching: Expected standard
Overall, children benefit from a well-designed curriculum that clearly sets out what leaders and staff want them to know and do. Babies show high levels of engagement as they eagerly explore their environment, with staff positioned alongside, to support their play and development effectively. Interactions are purposeful and supported with lots of language. Staff skilfully add words to children's sentences and encourage conversations. Children are happy, settled and confidently choose activities that interest them. Staff promote learning through play, supporting children's problem-solving skills with puzzles, block building and musical exploration. Children willingly share resources with adults and engage in positive, collaborative play, reflecting secure relationships and respectful staff practice. Staff consistently interact with children in a kind, attentive manner that nurtures communication, confidence and engagement. Play and learning is child-centred and responsive, enabling children to explore freely while receiving appropriate support from staff that helps to build their confidence and knowledge.
Across the setting, children, including those who are learning to speak English, develop a love of books and stories. They listen attentively as staff read a story about shadows, engaging in lively discussion and demonstrating a secure understanding of what shadows are and when they appear. Children also explore early mathematical ideas as they learn and talk about seeds and fruit, noticing their different shapes and sizes. Staff interact well with children and support their communication and language development. For example, in their play, children confidently adopt imaginative roles, such as construction builders. Staff encourage them to use language to describe their actions, negotiate roles and build on their vocabulary.
Achievement: Expected standard
Overall, children achieve well from their individual starting points and demonstrate growing confidence and independence as learners. From an early age, they manage their own personal care needs effectively, including older children dressing themselves and babies beginning to feed themselves competently. Children communicate their thoughts and ideas with increasing assurance. For example, children politely request the food they prefer at lunchtime, showing secure communication skills.
Children display a highly positive mathematical understanding and are well prepared for the next stage in their development. Older children relish opportunities to take responsibility, such as helping to tidy away resources, carrying out these tasks with enthusiasm and maturity. Children show kindness, respect and growing independence. This secure foundation helps to ensure they are ready to flourish at school.
Behaviour, attitudes and establishing routines: Expected standard
Leaders emphasise the importance of punctuality and regular attendance, helping families understand how consistency strengthens children's emotional security and readiness to learn. Across the setting, children typically behave well, show kindness toward peers and demonstrate growing independence. These positive attitudes, willingness to participate and ability to sustain attention contribute to a purposeful learning environment where children feel confident to explore, communicate and engage.
Staff build warm, trusting relationships with children, offering genuine care, kindness and attentive listening that helps them feel safe, valued and emotionally secure. Minor incidents are managed calmly and consistently. For instance, staff get down to a child's level and talk to them about what happened. Staff model appropriate responses and support children to recognise consequences, resolve conflict and practise turn taking. As a result, children are developing the social skills needed to cooperate, share and play harmoniously.
Children's welfare and wellbeing: Expected standard
Throughout the setting, children's care needs are generally well met. This helps children to develop a secure sense of belonging. Staff gather detailed information from parents and carers during settling-in sessions, so they understand each child's routines, preferences and comfort needs. This enables children to settle quickly and feel secure from the outset. Babies form close attachments with their key person and confidently seek them out for reassurance, particularly when unfamiliar adults enter the room. These positive relationships underpin children's emotional security and support their growing confidence.
Generally, key-person systems are effective and ensure children feel understood, supported and happy throughout the day. Children follow clear hygiene routines and staff teach them how to keep themselves safe during activities, which further enhances their overall wellbeing. Staff demonstrate a clear understanding of safe sleeping and safe eating practices. They closely supervise babies and they encourage children to make healthy choices at mealtimes. Staff promote emotional wellbeing through cuddles, conversation and sensitive modelling of language, helping children to express themselves and regulate their feelings.
Leadership and governance: Expected standard
Leaders know the setting's context well and use positive community engagement to enrich children's learning experiences. They draw effectively on local opportunities, enabling children to develop a secure sense of belonging and curiosity about the world around them. Staff morale is high, and leaders manage workload sensitively. This contributes to the warm, welcoming and inclusive atmosphere that is evident throughout the nursery. Leaders have a generally clear understanding of what needs to improve and take purposeful steps to strengthen practice. Since the last inspection, they have enhanced outdoor learning, and, more recently, reviewed staffing arrangements. Overall, leaders demonstrate commitment, reflection and ambition. They remain focused on ensuring all children benefit from high-quality experiences every day.
Leaders take a thoughtful approach to professional development, offering targeted training that support staff to refine their practice, including enhancing behaviour management techniques and strategies. Staff speak positively about the support they receive and feel valued as part of the team. Leaders work closely with parents and carers, recognising the importance of positive parent partnerships in promoting children's progress. They communicate effectively and keep families well informed about what is happening in the setting. Parents describe how their children have formed close, trusting relationships with all staff and express appreciation for the nurturing environment leaders have created.
What the setting must and should do next
The provider should:
- Leaders should consistently maintain swift and sustained adaptations and support for children when emerging needs arise.
Ofsted's words, from the report on the inspection on 10 September 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.
Inspection history
Ofsted report cards (England, from November 2025)
Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.
The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.
Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.
Source: Ofsted reports
Funded childcare hours in England
All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.
Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.
Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.
The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.
Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)
Other nurseries nearby
- Mornington House Day Nursery - Day nursery, Bristol BS8 2UU, ages 1 to 4, 65 places, under 0.1 milesOfsted, 16 April 2025: Good overall; safeguarding is effective
- Clifton Tots Day Nursery - Day nursery, Bristol BS6 6UJ, ages 0 to 5, 90 places, 0.2 milesOfsted report card, 28 July 2026: Urgent improvement in 6 areas; safeguarding standards not met
- Pooh Corner Day Nursery - Day nursery, Bristol BS6 6ST, ages 0 to 4, 70 places, 0.3 milesOfsted, 11 January 2023: Outstanding overall; safeguarding is effective
- Kids Planet Torwood House - Day nursery, Bristol BS6 6XE, ages 0 to 11, 166 places, 0.4 milesOfsted, 11 June 2024: Good overall; safeguarding is effective
- Clifton Tots Day Nursery - Day nursery, Bristol BS8 1LT, ages 0 to 5, 64 places, 0.6 milesOfsted, 14 June 2024: Good overall; safeguarding is effective
Schools nearby
- St Johns Church of England Primary School, Clifton - Primary, 0.1 miles
- Ss Peter and Paul RC Primary School - Primary, 0.5 miles
- Clifton College - All-through, 0.5 miles
- Redland Green School - Secondary, 0.6 miles
- Cotham School - Secondary, 0.6 miles