Partou Bambinos Day Nursery & Pre-School

Inclusion: Expected standard

Assessment and monitoring procedures are generally effective and carried out regularly to track and support progress for children who face barriers to their learning. Staff identify emerging gaps in children's development and take appropriate action to address these. Leaders responsible for children with special educational needs and/or disabilities (SEND) work with staff to establish focused next steps. They demonstrate a clear understanding of local procedures and referral pathways. Leaders know when and how to access guidance from external professionals. Staff typically work in partnership with parents and carers. However, a fully coordinated approach between leaders, staff, parents and other settings children attend is not fully established to ensure continuity of support for children with SEND.

Leaders support staff to implement a range of targeted interventions designed to narrow gaps in children's development. Appropriate adaptations are made to support children with SEND, enabling them to make progress from their starting points. These include tailored strategies to develop children's focus and attention and provide additional one-to-one support to help those with speech delay. Specialist sensory resources are also used to support children's emotional regulation and engagement.

Additional funding is used appropriately to help reduce barriers to learning. For example, leaders allocate resources to provide enhanced individual support for children who require it. They recognise the importance of offering consistent support to children known, or previously known to children's social care. Staff access relevant training to strengthen their knowledge of supporting children with SEND, helping to ensure that children receive appropriate support to meet their individual needs.

Curriculum and teaching: Expected standard

Overall, leaders design a broad curriculum that supports children to develop the essential knowledge and skills they need for school and later learning. Staff plan a variety of indoor and outdoor activities that reflect children's interests and provide ample opportunities for them to be active in the fresh air. In the extensive garden, older children climb on very large tyres as staff, who are always supervising, encourage them to assess their own capabilities and manage risks safely. Toddlers are encouraged to join in with action songs, helping to develop their physical coordination and body control. Babies delight in splashing water as staff help them understand that a greater force creates bigger splashes.

Staff interactions are warm and positive, and teaching is generally adapted appropriately to meet the needs of children, including those who face barriers to their learning. However, not all staff consistently make the most of spontaneous learning opportunities, or use assessment information effectively enough, to build on children's existing knowledge and skills. For example, when older children observe insects in the garden, staff draw their attention to them but do not extend children's knowledge or thinking further. Similarly, staff sing some songs too quickly with toddlers, hindering children's ability to hear, process and apply new vocabulary. This reduces opportunities to fully promote children's language development.

Staff naturally weave opportunities to develop children's early mathematical knowledge throughout the day. For instance, they encourage older children to practise counting during activities and routines. Older babies hear and begin to use mathematical language as they move up the climbing frame and down the slide. This helps to build a foundation in early mathematical concepts.

Achievement: Expected standard

Children typically develop a broad range of knowledge and skills across areas of the curriculum and make steady progress from their starting points. Gaps in learning for children who face barriers are reducing as they meet their targeted next steps. However, purposeful, two-way communication with some parents and other settings children attend is not fully effective to ensure children's continuity in learning. In addition, at times, some children's ongoing progress, particularly in communication and language development is not consistently extended or deepened. For example, older children are not always given enough time and space to carefully draw on what they already know to answer staff's questions in more detail. As a result, children provide one word responses by filling in gaps in a sentence already started by staff.

There is a key focus on children's physical development, where they are supported to develop their large and small muscles. Children have daily opportunities to use their bodies with growing control and coordination. For example, babies play with water and hear and use appropriate language being modelled by staff. Younger children squeeze, stretch and roll play dough, showing the strengthening of their hand muscles and improvement in their grip. Older children balance well on beams, run from one area of the extensive garden to the other, showing increasing stamina and determination.

Behaviour, attitudes and establishing routines: Expected standard

In general, leaders and staff promote high expectations for children. Staff are positive role models and, overall, children behave well and follow instructions. They enjoy playing cooperatively and generally demonstrate kindness and consideration towards their friends. For example, older children readily apologise if they accidentally splash their friends during play.

However, staff do not always consistently support children who require additional support to share, take turns and consider the impact of their actions on others. Sometimes, when disagreements arise, staff do not provide clear guidance or help children reflect on the feelings of others. As a result, some children do not fully develop the skills they need to resolve conflicts calmly and respectfully. In addition, staff do not consistently share appropriate strategies to support positive behaviour with parents and other settings children attend. This reduces opportunities for a more coordinated approach that helps children practise and reinforce positive behaviour across different environments.

Established routines help children settle into the setting. Children who face barriers to learning become familiar with these routines, enabling them to understand what is happening and what will happen next. Children are eager and enthusiastic learners, who take pride in their achievements. They confidently recognise and share their successes with staff.

There is a clear system in place for recording and monitoring children's attendance. Leaders make timely contact with families if their children are due to attend and are absent. They recognise that consistent attendance has a positive impact on the progress and development of children, including those who face barriers to their learning.

Children's welfare and wellbeing: Expected standard

On the whole, leaders and staff create a safe, welcoming environment where children form secure attachments and develop a real sense of belonging. Staff supervise children's play effectively and help to maintain their safety. They gather ongoing information from parents about children's changes in their home routines, such as their sleeping patterns and feeding arrangements. These are then mirrored at the setting to enhance children's sense of security and wellbeing.

Children are guided well to develop independence in their self-care. Toddlers and preschool children confidently pour their own drinks at mealtimes and manage aspects of their personal hygiene well, such as remembering to wash their hands after using the toilet. Staff demonstrate sensitivity and respect towards children. For example, they seek children's permission before wiping noses for those who need the additional support.

Staff plan purposeful activities linked to books that help children explore and understand emotions. For instance, while children play with different coloured rice, children are reminded about the colours featured in the story and discuss associated feelings, such as yellow representing happiness. This helps children to begin to recognise, name and talk about the emotions they experience.

Typically, leaders support staff to promote children's understanding of how to stay healthy. For example, they model discussions about the benefits of eating foods, such as how cheese helps to strengthen teeth and bones.

Leadership and governance: Expected standard

The setting is currently going through a period of change, awaiting the appointment of a new manager. In the interim, experienced senior leaders from the company, who have a detailed oversight of the provision, have taken on the responsibility. Staff morale remains positive and high. Senior leaders prioritise staff's wellbeing and ensure their workloads are manageable. Staff report that senior leaders are supportive, approachable and respectful.

Senior leaders have already secured some improvements and recognise positive progress in addressing the actions and recommendations from the last inspection. They are realistic about the work that remains and are in the early stages of developing an action plan to further strengthen the quality of education and care. Their priorities include ensuring that teaching is consistently of a high standard.

Senior leaders recognise the need to establish a more strategic approach to staff's professional development. While staff state that they have benefited from supervisions in the past, leaders are keen to ensure these are used more effectively to celebrate strengths in their practice, identify precise areas for development and promote a more reflective culture where constructive feedback and targeted training drive continuous improvement.

Partnerships with parents and carers are generally effective. For example, staff use an online application to share activities and learning experiences that parents can continue at home. However, leaders and staff do not consistently share targeted strategies with parents and other settings children attend to promote continuity in children's learning and development.