Partou Euxton Day Nursery & Pre-School

What is it like to attend this early years setting?

Children are happy and enjoy their time at nursery. They form close relationships with the caring staff and their peers. Children are eager to explore the interesting activities on offer. Toddlers enjoy making snowmen with the play dough and pom-poms. This helps to develop their coordination and the small muscles in their hands, in preparation for early writing. Children of all ages join in with exciting stories and joyful singing throughout their day. They are encouraged to develop a love of books and reading as the staff read aloud in a captivating way.

Staff have high expectations of all children. They allow children time to practise new skills. For example, toddlers successfully serve their own lunch with a large spoon. Pre-school children show pride when they manage to carry their own lunch tray to the table. Children demonstrate good manners and patience. Two-year-old children politely ask for the water dispenser to be refilled when it is empty. They wait for staff to bring more water before filling their own cup.

Managers have worked hard to ensure that relationships with parents have been nurtured throughout the COVID-19 pandemic. Parents are encouraged to engage with staff on the new online application. They can share information about what children do at home and find out what their children are learning at nursery. Parents comment on the 'amazing job' the staff do and how well managers support their families. They say that the nursery is a 'complete cut above the rest'.

What does the early years setting do well and what does it need to do better?

• A culture of respect is embedded in the nursery. Staff ask babies if they can wipe their nose and talk children through the routine of a nappy change. Care giving moments are enhanced by the staff, who have put thought and effort into making the changing area a place where babies are relaxed and happy.
• When children first start at nursery, staff obtain detailed information from parents about their child's interests, routines and what they know and can do. They use this information to plan interesting and challenging activities. This helps children develop knowledge and skills in readiness for the next stage of their learning. Children with special educational needs and/or disabilities are supported well to make the best possible progress.
• Staff use assessment effectively to check for gaps in children's learning. Where gaps are identified, staff put support in place to help children catch up. Leaders are diligent in ensuring staff access regular training to update their knowledge and skills. They make sure this is targeted to benefit children. Leaders ensure staff workload is manageable. They use an online application to monitor children's development. This enables staff to spend more time teaching children.
• Children's physical development is promoted well. They have daily opportunities for fresh air, which benefits their physical health. Older children play outside in all weathers. They delight in jumping in muddy puddles and laugh gleefully as the staff join in. Babies and children new to walking are supported and encouraged by the caring staff, who offer praise for their achievements.
• Children develop independence and learn about good hygiene as they wash their hands after messy play or before eating. Older children demonstrate that they know why this is important as they tell the inspector about germs. Children learn the importance of a healthy diet and find out how to keep their teeth healthy through fun activities. Staff sensitively encourage children to rest when they are tired.
• The curriculum for mathematics is woven throughout all areas of learning. However, staff's teaching of mathematics does not ensure children develop a deep understanding. Consequently, some children's understanding of number is basic.
• Managers and staff are passionate about developing children's communication and language skills. However, staff do not consistently model a wide range of vocabulary. This limits opportunities for children to hear and practise their speech and language skills from the earliest age.

What the setting must and should do next

The provider should:

• enhance children's communication and language skills even further by enabling them to hear and practise new vocabulary regularly
• use even more opportunities in play to deepen children's understanding of number.