Partou Leaps & Bounds Day Nursery & Pre-School

Inclusion: Strong standard

A strength of this nursery is the support it gives to children who are disadvantaged and face barriers to their learning. Leaders and staff, particularly children's key persons, rapidly identify and ensure children receive targeted support. Leaders and staff are extremely proactive in their efforts to ensure they do all they can to help remove barriers and make adjustments that are tailored to the needs of individual children. Adjustments are often subtle, and many strategies used in the nursery are inclusive and enhance the learning of the whole cohort of children. For example, staff use sign language to support children's communication and language development. Leaders and staff place high emphasis on ensuring that all children excel during their time at the nursery, specifically any children who face disadvantage. Staff ensure that children's individual learning needs, including those related to special educational needs and/or disabilities and those who face significant health needs, are understood and met through personalised interventions. For instance, staff go above and beyond to work closely with parents and carers to provide home learning at times when children are unable to attend due to health reasons. Staff recognise the impact this has on the children's development. These measures help to ensure children continue to progress in line with their peers. Subsequently, this enables parents to maintain close links to the nursery.

Leaders use funding responsibly to ensure any additional funding allocated to children benefits their development. For example, they obtain equipment and resources to help children with specific needs and gaps in their development. Leaders and staff work collaboratively with outside agencies and other professionals involved in children's lives. Transitions to school are excellent for any children with additional needs. This enables them to have a smooth transition and receive a continuity of care as they progress to the next stage of their learning journey.

Curriculum and teaching: Expected standard

Leaders and staff design and implement a high-quality curriculum. They ensure it is in line with children's interests and what they need to learn next and is sequential, so it builds on children's skills over time. Leaders and staff have a secure understanding of child development. They know how to promote learning in a way that helps all children to engage and make positive progress in all areas of their development. Staff interactions are typically effective. Teaching is of suitable quality, purposeful and well embedded throughout all of the rooms. On occasion, quieter children are overlooked by staff. For example, staff do not always support them to fully participate in group activities. Therefore, some children do not consistently benefit from the high-quality interactions that their more-confident peers receive. Staff monitor children's progress continually. They swiftly identify and address any gaps in children's learning swiftly. Leaders support staff to make appropriate adaptations for children who face barriers to enable them to access an ambitious and broad curriculum.

Staff support children's communication and language skills well. For example, they plan interactive sing and sign activities, give a commentary to children's play and use open-ended questions. Staff encourage children's interest in books. Children have access to a wide range of books, regularly request to be read to and engage deeply in storytelling activities. Children participate in physical skills activities, such as yoga and music and movement sessions, that help develop their motor skills. Staff teach mathematics consistently well and intertwine it into activities as opportunities arise. Children develop a sense of number, counting and mathematical language as a result.

Achievement: Expected standard

All children, including those who face disadvantage and barriers to their learning, typically achieve well during their time at the nursery across all areas of their development. Children develop a wide range of fundamental skills that help prepare them well for future success. For example, they have positive attitudes to learning, socialise well with adults and peers and become confident communicators.

Children are creative in their play and keen to take part in activities with staff. For example, older children use a range of materials to design and construct structures, such as bridges. Younger children explore using their senses in inspiring tuff tray activities. Children participate in a broad range of high-quality interactions with staff. This contributes to them being confident and successful learners.

Children are confident to explore and lead their own play. They take pride in their achievements and display perseverance and confidence in their own abilities. Children develop a range of skills that contribute to them being ready for school and continually build on what they already know and can do.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations of children's behaviour. Staff are consistent in setting out rules and expectations that are appropriate and fair for the different ages and stages of the children. There is a sense of calm, and the nursery is a positive, caring and supportive environment. Key-person relationships are effective. Children build bonds with their key person easily from the outset. They engage in a wide range of experiences and activities that staff have carefully planned for them. There is careful consideration made by staff about the learning environments and the best use of spaces and resources. Because of this, children are interested and motivated to learn. Staff and leaders promote regular attendance. They help parents and carers to understand the positive impact this has on their child's progress.

Typically, staff help children to understand and manage their feelings and emotions. They offer a balance of adult-led structured learning, free play and child-led experiences, which works well. This gives children familiarity while also offering them freedom to explore and to make their own choices in what they would like to do. However, there are some inconsistencies in the quality of staff practice and interactions during the organisation of key changeovers in routines and transitions throughout the day, particularly for pre-school children. This means, at times, too much learning time is lost as children wait and prepare for the next routine, such as going into the garden or returning to play after lunch. During these times, children wander and do not engage enough in purposeful play. There are fewer high-quality interactions with staff in these moments. Leaders and staff work well together to create an inclusive, welcoming and respectful nursery for everyone.

Children's welfare and wellbeing: Strong standard

Leaders and staff are highly skilled in providing effective personalised care that meets children's unique needs. Staff have a comprehensive knowledge of the children in their care. They support children in a way that enables them to achieve and thrive. Children form secure attachments. Staff have trusting relationships with children and their parents and carers. They promote children's emotional wellbeing excellently. Staff use their robust knowledge of children to support them effectively in whichever way they need. For instance, some children need more tailored support with transitions and settling in. Staff mirror routines from home to enable children to develop a sense of security and receive a continuity of care. Other children receive excellent support and care for their complex medical needs.

Care routines are extremely respectful. Staff help children to learn about the importance of privacy from a young age and helping children to feel safe and secure. For example, staff ask children for their consent before they change their nappies or wipe their noses. They allow children to communicate their personal preferences. Staff are extremely nurturing and tuned in to children. They ensure children can rest and sleep in cosy, safe environments when they need to. Staff use spaces in the nursery creatively to ensure children always have space to regulate their emotions and find a sense of calm if they feel overwhelmed.

As children transition through the nursery, they receive encouragement to develop independence, for instance, in their self-care. Children dress themselves and manage their own toileting needs. They recognise when they are thirsty and are able to access a drink. Children spend a lot of time outdoors learning in nature, engaging in active play and breathing in fresh air. This supports their physical and mental health excellently.

Leadership and governance: Expected standard

There is a new and establishing leadership team in place at the nursery. It has maintained high staff morale and been proactive in making some well-considered changes. Leaders self-evaluate effectively and continually identify areas of the provision that could be enhanced. They are committed to delivering high standards. Leaders want to continually enhance outcomes for children, particularly those who are disadvantaged and face barriers to their learning.

The provider notified Ofsted about a previous significant event that led to breaches in requirements relating to risk assessment and staff-to-child ratios. The provider has since reflected upon this and taken appropriate steps to address previous weaknesses. All leaders and staff are now clear and consistent in implementing the policies and procedures in place for emergency evacuation and supervising children effectively. Leaders self-evaluate effectively. They monitor staff practice and maintain oversight of what works well and what needs to be improved.

Staff members speak highly of the support and supervision sessions they receive from leaders. They feel valued and are positive about the professional development opportunities they receive. These are targeted to children's needs and areas of teaching practice that need to be enhanced. Leaders have developed effective partnerships with parents and carers. Parents comment that staff go above and beyond for their families, particularly at times when they are experiencing hardship and disadvantage. Leaders are proactive in networking with others. This supports the sharing of ideas and expertise, which strengthens staff performance across the nursery.