Partou Stonehouse Day Nursery & Pre-School

Inclusion: Expected standard

Typically, leaders create an inclusive environment where children and families are welcomed and supported. Staff identify children's needs through assessment, ongoing observation and partnership working with parents and other professionals. Leaders put targeted plans in place for children with special educational needs and/or disabilities. For example, additional funding is used to provide extra support and adapt routines, such as snack time, to help children access experiences and remain engaged within the nursery. Staff also work with external professionals where needed to help reduce barriers to learning. Children who may need additional support are identified appropriately and included in activities across the nursery.

Children who speak English as an additional language are supported through inclusive approaches. For example, staff use translation methods to communicate with parents and gather information about children's care and learning needs. This helps staff understand children's backgrounds and individual needs more effectively and supports continuity between home and the nursery. Leaders provide resources, such as a lending library, to support learning beyond the nursery and work with parents to promote continuity of care.

Staff make adaptations for children who have barriers to their learning, for instance those who struggle with emotional regulation. They adapt the environment to create calming spaces and target the curriculum to help children focus on their emotional literacy. This helps to reduce the barriers to children making friends, in preparation for school.

Curriculum and teaching: Expected standard

Generally, the curriculum is implemented well to help children build knowledge and skills progressively over time. Leaders identify communication and language as a priority across the nursery. Staff talk to children a lot, narrating what they are doing and introducing new words. Children who speak English as an additional language are supported to develop their single word use and understanding with repetition and the introduction of Makaton signs. Babies hear language during play, such as staff naming animals and the corresponding sounds. Pre-school children are encouraged to recall and discuss what they have previously enjoyed doing at nursery. This helps children to practise the language they are learning and build their confidence when speaking.

Staff know children's current stages of development and what they want them to learn next. However, at times, they do not always recognise when they need to promote these more precisely during purposeful learning. For example, some children spend too long wandering and not engaged in experiences that promote their learning further. This hinders their concentration and overall attitude to learning.

Staff model mathematical language during sand and water play, introducing words, such as 'full', 'empty' and 'measure'. They support babies to count and older children to recognise numerals and count one object at a time. Leaders and staff place a focus on children's personal, social and emotional development and physical development. Babies practise balancing and walking as they develop physical skills. Older children explore textures and creative materials during activities such as cutting and sticking. Staff plan experiences around children's interests, including sensory play and familiar stories, such as 'The Gingerbread Man'. Children generally enjoy these experiences and engage positively alongside their friends.

Achievement: Expected standard

Children demonstrate lots of skills across the 7 areas of learning. Babies babble and use single words, some using phrases such as 'peekaboo' for the first time. Toddler-age children confidently manipulate dough, creating and moulding structures. Pre-school children hold back-and-forth conversations about what they have learned in the morning session. For example, they discuss making 'potions' with various magical powers, such as flying and being invisible. Children have curious and vivid imaginations.

Children of all ages have good physical skills. They ride bicycles and scooters with confidence, balance on obstacle courses and climb with ease. They accurately fill and empty containers using tools, such as funnels and jugs, demonstrating effective fine motor skills. Children are independent. They tend to their own personal care, such as nose-wiping and handwashing. They serve their own food, pour their drinks and feed themselves. Children are developing a range of skills needed for the next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have high expectations for children's behaviour. Children are confident and typically behave positively across the nursery. Older children talk about their interests and experiences during play and daily routines. Babies and younger children seek comfort from familiar staff and settle into play appropriately. Relationships between staff and children are warm and respectful. Children generally respond positively to staff instructions, such as using 'walking feet'. Leaders have established routines and expectations across the nursery, which staff understand and implement. They teach children about the importance of sharing and turn-taking with their friends. Children of all ages have a positive attitude to learning. Some toddler-age children demonstrate concentration skills beyond what is expected for their age when engaging in sensory activities. Staff encourage children to problem-solve for themselves before intervening. For example, when using the water spray bottle, children work out that twisting the top opens and closes the valve. This helps children to develop good thinking skills and an eagerness to try and work things out themselves.

The key-person system is generally well embedded and staff get to know children well. They have a buddy system in place to cover staff absence to ensure children always have a key person allocated to them. This helps to promote children's emotional wellbeing. Staff record absences carefully and consider patterns of non-attendance to help support continuity for children and families. Leaders work with the local authority if they have concerns about attendance to ensure they are alert to what is happening in children's home lives.

Children's welfare and wellbeing: Expected standard

Overall, leaders and staff support children's welfare and emotional wellbeing appropriately. They have policies and practices that support children's health, such as providing healthy foods and daily outdoor play. Leaders are alert to issues that are prevalent in the local community, such as oral tooth decay, and provide information to help educate parents about the importance of reducing sugar consumption.

Children form positive relationships with familiar staff and are settled within the nursery. Babies seek comfort from adults when needed and are responded to appropriately. Children with special educational needs and/or disabilities receive support to access daily experiences alongside their friends and feel included within the nursery. Leaders provide cover staff with basic information about children's care needs and routines to help support continuity in children's care.

Mealtimes are a social event and provide opportunities for staff to talk to children about healthy foods and the impact these have on the body. Staff are alert to the risks associated with choking and give gentle reminders to children about staying seated until they have eaten their food. This helps to teach children about some of the different ways to keep themselves healthy and safe.

Leadership and governance: Expected standard

Leaders understand the strengths and challenges within the setting, including the impact staff absence and changes have on children's experiences and consistency of practice. Leaders work closely with the company's internal quality team and wider leaders to make decisions that are in children's best interests. They generally have a clear idea of the strengths and weaknesses of the nursery. Leaders identify areas they are working on now, such as implementing the curriculum more consistently and promoting children's communication and language development further. Additionally, they identify further areas they want to work on next, such as enhancing outdoor play further. It is clear to see the progress that has been made in these areas so far and the positive impact on children. The provider met their legal responsibilities when notifying Ofsted of a significant event. Leaders have taken steps, such as reviewing risk assessments, staff deployment and how children are moved around the nursery to ensure that they remain in sight and/or hearing at all times and prevent a recurrence.

Leaders work with external professionals to support children and families where additional help is needed. Staff gather information from families to help ensure children's care needs are understood appropriately and support continuity between home and the nursery. Leaders provide a dedicated space for parents to link together, share their experiences and access information. This helps parents to feel valued as partners in children's care and learning.

All staff complete required training and receive supervision, coaching and mentoring. Leaders use peer observations and support within rooms to help strengthen practice. Staff report that leaders are approachable and supportive, particularly during staffing changes. Leaders are mindful of staff wellbeing and provide ongoing check-ins to ensure staff feel valued and supported.