Partou Hucclecote Day Nursery & Pre-School

Inclusion: Expected standard

Children with special educational needs and/or disabilities are usually included well in daily routines and activities. Staff demonstrate an overall understanding of children's individual needs and work with the special educational needs coordinators to implement strategies that help children participate and make progress. Visual prompts, simple language and consistent reassurance support children who need additional help. Children who are facing barriers to their learning and/or wellbeing are cared for sensitively, with agreed plans followed to promote their health and wellbeing.

Children who speak English as an additional language receive support that helps them take part in activities and communicate with staff. Familiar routines, gestures and modelling help them understand what is happening and join in with others.

Children typically experience an environment where differences are acknowledged and respected. Staff encourage quieter children to join group games and discussions, helping them develop confidence and social awareness. Children respond positively to this encouragement and show willingness to engage with others.

Leaders recognise that recent changes in staff deployment have resulted in some variation in staff knowledge of children's individual needs. They are taking steps to stabilise core teams and ensure staff understand children's backgrounds, interests and support plans.

Parents generally feel included in discussions, and leaders are working to improve consistency in communication.

Curriculum and teaching: Expected standard

Children experience a broad curriculum that supports the seven areas of learning and development. Staff interact positively with children, encouraging early conversation, turn-taking and listening skills. Babies explore sensory materials and climbing equipment, for example, they investigate textured balls and reach for low-level steps, with staff close by offering reassurance. Toddlers and older children take part in activities that promote independence and problem-solving.

Mathematical ideas are woven into everyday play, such as counting, comparing quantities and exploring capacity outdoors. For instance, children fill and empty containers at the water tray, commenting on which holds 'more' and which was 'too full'. Children enjoy group games that help them follow instructions and develop early social skills. They play listening games outdoors, responding to simple cues and waiting for their turn.

Staff understand the importance of preparing children for their next stage and support early skills such as expressing needs, following routines and practising independence. Children's learning is shared with parents through observations, learning stories and daily handovers.

Staff generally understand the intent of planned activities and how these support children's development. Leaders are ensuring staff have the knowledge they need to deliver the curriculum consistently across rooms. Overall, children experience a curriculum that supports their development and enjoyment.

Achievement: Expected standard

Children generally build confidence as they take part in activities that help them practise new skills and explore ideas. Babies develop early vocabulary as staff model simple words and respond to their sounds and gestures. They enjoy exploring textures, movement and simple physical challenges that help them feel secure and curious.

Toddlers and older children show growing independence as they choose materials, test ideas and adapt what they are doing. They concentrate during small group activities, listen to instructions and use early thinking skills to work things out. Children with special educational needs and/or disabilities are supported to take part alongside their peers, using visual prompts and clear language to help them understand routines and expectations.

Children typically show pride in what they achieve, whether completing a puzzle, recalling new vocabulary or mastering a physical skill outdoors. Overall, children experience learning that helps them grow, participate and prepare for their next stage.

Behaviour, attitudes and establishing routines: Expected standard

Children typically show positive attitudes to learning and play. They move calmly around the environment, choosing activities that interest them and engaging for sustained periods. Staff model respectful interactions, and children respond by showing kindness, offering help to peers and using simple phrases to negotiate during play.

Children demonstrate familiarity with daily routines, such as tidying away resources, washing hands and preparing for outdoor play. They listen to staff prompts and usually transition smoothly between activities. Newer children settling in receive reassurance and comfort, helping them feel secure and ready to explore.

Most children attend regularly, which helps them build confidence in the routines of the day and maintain relationships with staff and peers. When children are absent, staff follow agreed processes to check on their wellbeing and maintain communication with families.

Children enjoy opportunities to take responsibility, such as helping set up snack or choosing resources for group time. These experiences support their confidence and sense of belonging. Leaders recognise that mealtime organisation occasionally results in extended waiting, which can reduce children's engagement.

Overall, children behave well, show curiosity and demonstrate growing independence as they navigate their day.

Children's welfare and wellbeing: Expected standard

Children's welfare is generally supported well throughout the day. Staff respond promptly to children's physical needs, carrying out care routines sensitively and in line with agreed practice. Babies benefit from close contact, gentle reassurance and predictable routines that help them feel secure and ready to explore. Older children show increasing independence in personal care, supported by staff who encourage them to try tasks for themselves while remaining nearby for guidance.

Healthy eating is promoted, and children enjoy balanced meals and snacks. Staff talk to children about food choices and encourage them to try new tastes. Outdoor play forms a regular part of the day, giving children opportunities to climb, run and explore natural materials, supporting their coordination and physical confidence.

Staff monitor children's wellbeing closely, responding to signs of tiredness, frustration or excitement. They use calm reassurance, simple language and familiar routines to help children regulate their emotions. Agreed approaches are followed to support children with special educational needs and/or disabilities, and staff liaise with external professionals when needed.

Leaders oversee children's welfare by ensuring staff follow established procedures, maintain safe environments and understand children's individual needs. Overall, children experience care that promotes their comfort, safety and emotional security.

Leadership and governance: Expected standard

Leaders generally understand their responsibilities and take steps to ensure practice across the setting supports children's experiences. They review daily organisation, monitor routines and check that staff follow procedures that promote children's comfort and security. Leaders use observations, discussions and supervision to understand the quality of practice and identify where further development is needed. They provide guidance and training to support staff in understanding children's needs and the intent behind planned activities.

Leaders consider staff wellbeing and workload when organising routines and responsibilities. They use supervision and informal check-ins to provide support where needed, helping staff carry out their roles effectively.

Partnerships with parents are typically positive, although leaders acknowledge that communication is not always consistent, particularly during transitions and end-of-day handovers. They are strengthening approaches to information-sharing so families receive clear and timely updates. Leaders liaise with external professionals when needed to support children's development and ensure continuity of care.