Partou Gingerbread House Day Nursery & Pre-School

Inclusion: Expected standard

Leaders and staff create a warm, welcoming environment that is inclusive for all children. Children explore a wide range of purposeful activities, which are adapted so that all children can take part. Key people are knowledgeable about children's developmental stages. They identify children's individual needs through observation and monitor their progress. Staff are reflective and thoughtfully plan how they can best support children, based on what they already know. Individual plans are typically developed for children who require further support, which involve external professionals.

Children's preferences are valued by listening to their choices and interests, helping them feel respected, confident and involved in their learning. Staff are knowledgeable about children's likes and dislikes. Children play happily together with routines adapted for all children to be included.

Leaders work with external professionals, implementing activities and using strategies with children in mind. Parents are part of this process and are supported along with their child through their journey.

Curriculum and teaching: Expected standard

Leaders have a clear vision for what they want children to know and learn across all ages in the setting. Generally, leaders support the new staff team to embed the curriculum. There is a carefully considered, exciting curriculum, and children are busy and involved throughout the day. Leaders have introduced a vegetable patch in the garden, which furthers the children's knowledge and opportunities for teaching in the outdoor space as they look after the plants and understand where their food is from.

Activities are designed to support children's overall development. They are adapted so that all children can take part and are tailored to each child's age and stage of development. Teaching is purposeful and focuses on helping children learn the skills they need for their next steps. For instance, staff introduce new vocabulary with younger children during a painting activity, and older children confidently use new words they have learned as they explore the parts of a flower. Staff introduce ideas to children that build on their existing knowledge. Children have excellent ideas and are confident to try new things. Children have a wide range of opportunities, such as using beams and crates that build strength, coordination, balance and confidence in using their bodies.

Children typically use mathematical language in play as they explore sand and play dough and accurately match the number of plates to children at snack time.

Achievement: Expected standard

Children achieve well from their starting points in all areas of learning, progressing through the curriculum. Children are provided with activities and experiences to help support them to develop age-appropriate skills across all areas of the curriculum. Children develop into confident communicators, eagerly describing different parts of the flower they investigate with their friends.

Children develop positive bonds with their key persons, who know their children well and help families access a range of external expertise to help reduce barriers to children's learning. They benefit positively from the opportunities staff provide to develop their independence skills. For example, children eagerly wash their hands after messy activities and show excellent scissor control as they cut herbs and stems to add to play dough. They demonstrate that they know and understand the rules and routines of the setting well to support them when they transition to school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have generally established a secure and predictable routine throughout the setting. Staff know the children well, encouraging them to become independent in their routines and to begin managing tasks for themselves. Children are typically confident to navigate daily routines such as helping to tidy up, demonstrating well-embedded positive behaviour. Children know they must put their outdoor shoes on for the garden, and they confidently ask for help if it is needed. Children understand how to share the play dough or paint and take turns. Staff are positive role models, promoting good manners. As a result, children are polite and follow instructions. All children behave well. Leaders have worked hard to establish a positive environment. They recognise the challenges they have faced and ensure that children and families remain at the heart of what they do. Children attend regularly, and leaders work closely with families to promote the importance of this.

Children's welfare and wellbeing: Needs attention

Leaders and staff support healthy eating. They help children to learn about healthy food choices through their vegetable patch in the garden. Leaders place importance on staff supervising children when they eat to ensure that they are safe. All children delight in the social aspect of mealtimes and attempt to feed themselves from an early stage. However, staff working with younger children are not consistently organising themselves to ensure that the routines during this time run smoothly so that children are supported to understand how to use good manners while eating. Although leaders have ensured that there are effective policies and procedures to promote children's welfare and wellbeing, staff do not consistently follow these as they check children's nappies in the room. This does not support privacy for the children.

Children enjoy a safe, secure and welcoming space where they typically enjoy their day through a range of activities, including daily access to the outdoors. Leaders have used nutritional guidelines to help plan healthy, balanced and nutritious menus over the course of each week.

Staff establish secure and responsive relationships with babies and children, which helps them to feel safe and confident to express their emotions. Staff encourage children to join in with others' play to help them to remain engaged in the environment. Staff provide children with opportunities to develop an understanding of self-care, personal safety and health and wellbeing. For example, they explore topics such as oral hygiene. Children take part in physical activities that support their fitness and overall wellbeing.

Leadership and governance: Expected standard

Leaders and staff are a new team and during their short time together are working well as a team. Leaders have a clear understanding of the overall setting and are making significant progress within the action plan for rapid improvements. They are reflective, know its strengths and have ideas for further development. Staff have a detailed induction programme and ongoing professional training. Leaders place a strong emphasis on staff wellbeing, fostering a positive and supportive working environment. Staff feel confident and well equipped in their roles and benefit from regular supervision sessions, which provide ongoing guidance and support. Consequently, staff feel valued, supported and motivated in their work.

Leaders regularly evaluate the service to drive change and positive developments. For example, they have recently moved older children downstairs to have direct access to the garden to encourage more outdoor learning for this age group.

Leaders have well-established partnerships with parents and carers. They praise leaders and staff for the care and teaching they provide for children. Leaders engage with other professionals involved in children's care, which helps them to work together to meet children's needs.