Partou Love Being Little Day Nursery & Pre-School

Inclusion: Expected standard

Overall, leaders have ensured that those with responsibility for children with special educational needs and/or disabilities are competent to fulfil their role. Staff know their children well and skilfully plan targeted support for those with identified needs, working closely with parents and other professionals. They are sensitive and flexible, giving children and parents time to settle into nursery life. They complete ongoing assessments, which are regularly reviewed to enable the curriculum to be adapted so that all children are fully included. Staff are adept at identifying emerging needs and changes in circumstances, promptly putting measures in place to support children's development and wellbeing. Staff provide effective support for those children previously known to children's social care to ensure their learning, development and welfare. A particular strength is the ongoing engagement with parents to ensure children continue to attend and that behaviours are managed consistently.

Leaders promptly apply for additional funding, understanding eligibility and the processes, engaging with parents well. They use any additional funding robustly and for the benefit of the child, for example to provide one-to-one support and additional resources. This means children access the curriculum and their full entitlement.

Curriculum and teaching: Expected standard

Leaders design a well-balanced curriculum, which considers children's interests and what they need to learn at each stage of their development. Staff know their children well and complete robust baseline assessments from their initial observations and information shared by parents during the settling-in process.

There are some inconsistencies in the quality of interactions and implementation of the curriculum. In particular, staff do not always engage the quieter and less confident children to play alongside their friends or to avoid noise and interruptions during focused activities to support children's listening and attention. For example, when children who have shown little interest previously show interest in tooth brushing routines, staff do not use the resources available to entice children to join in.

Staff weave mathematics into children's play and their daily routines. For example, staff successfully introduce mathematical language to older babies during their sand play. There is a strong focus on supporting children's communication and language skills, particularly for those children with special educational needs and/or disabilities. Staff skilfully commentate, narrate and build vocabulary with older children, who enjoy using longer, complicated words, such as the names of dinosaurs. Staff adapt their practice well, ensuring that daily routines do not minimise children's experiences. For example, after nappy changing time, staff resume the song time so that all children have the opportunity to choose favourite songs. Older babies enthusiastically participate in the actions and show delight.

Achievement: Expected standard

All children achieve well from their starting points, particularly in the prime areas of learning. They are motivated to learn and persevere in their chosen play, such as learning to hit a ball with the bat, practising shared skills and playing cooperatively. Older babies show curiosity in their explorations, such as when they explore different latches, relishing the positive interactions from staff who guide their investigations. Older babies, including those with additional and emerging needs, develop their communication and language and social skills well, particularly in following instructions and taking turns. Older children confidently engage in conversations, for example, talking about their move to school and their recent visits to the park. At times, the organisation of the environments does not always encourage children to listen and focus on their learning, and their attention wanes.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have high expectations for all children's behaviour. They promote a positive attitude to learning and consistent attendance. They are flexible in their approaches and have effective procedures should children be absent.

There are effective partnerships with parents to enable consistent strategies between the home and nursery. This helps children to learn behavioural expectations and understand the rules to keep them safe. Children receive clear explanations, for example when throwing foam letters on the floor. Children learn that this is not acceptable behaviour and help to tidy them up. There are calm, reflective areas in each room for children to take themselves to independently to have time out and reset, ready to rejoin their friends. Overall, there is consistency in helping children regulate their emotions and to follow routines. Staff skilfully consider children's individual needs and adapt practice when needed, such as modelling through appropriate role play.

Those staff working with younger children are consistent in helping children to share and take turns. They model appropriate behaviours and provide clear explanations, for example when children throw sand. Children consistently receive praise to promote their positive behaviour. Staff often provide children with choices to help in their decision-making, for example which song to sing, which book to read or which colour shape. These positive and supportive relationships help children feel valued and to have a sense of belonging.

Children's welfare and wellbeing: Expected standard

Children show they feel safe and content as they play in a safe and secure environment that meets their individual needs. Staff deploy themselves well to supervise children and successfully minimise accidents. They carefully assess resources, ensuring these are suitable for the age and stage of development of the child. Children form lovely relationships with caring staff. Staff are responsive and sensitive, giving reassurance and hugs when needed.

Children learn effective hygiene practices. For example, toddlers know that they need to wash their hands before they brush their teeth and remind staff they need soap. Toddlers understand the importance of brushing their teeth and receive clear guidance. However, staff do not always encourage the less confident and new children to participate, or support them to build friendships quickly enough. Staff working with the youngest children ensure nappy changes are joyful, with lots of songs and commentary to enable children to feel safe.

There are effective and respectful arrangements to manage children's additional medical needs. Staff are well trained to ensure they can act quickly if needed and have effective partnerships with parents to ensure information is regularly shared and reviewed, which parents greatly value. Staff have a high focus on ensuring that they follow safer eating guidance to promote children's welfare. They are vigilant and ensure that meals meet children's preferences and dietary requirements. Overall, staff typically encourage children's independence when eating. For example, older children serve themselves a nutritious meal, showing good coordination. However, this is not always consistent for toddlers.

Leadership and governance: Expected standard

Leaders evaluate the provision to identify the priorities for improvement to bring about the best outcomes for children. They reflect on staff knowledge, implementation of the curriculum and the impact of changes to the environment. They are working to raise staff confidence and the quality of interactions, with the new changes to the environment and the reorganisation of age groupings in mind.

Overall, staff are well equipped to fulfil their roles and responsibilities. There is effective support for unqualified staff to improve their knowledge and skills. Staff who are qualified and more experienced provide tailored support through modelling effective practice and being a positive mentor. Staff feel well supported by the management team and feel that their workloads are manageable. Staff typically receive effective induction, particularly in implementing the nursery's policies and procedures to keep children safe. There are ongoing supervision meetings where some training is identified to improve knowledge and skills.

There are positive relationships with parents. Parents value the information provided in handovers and communication they have with their key person and the management team. Staff are very supportive in times of change and adapt their practice in the best interests of the family.