Partou Thornbury Day Nursery & Pre-School

Inclusion: Expected standard

Leaders typically identify children's needs early. They work closely with staff and families to ensure support is in place. Key persons monitor children's progress and discuss any emerging concerns with the special educational needs coordinators, who oversee arrangements. Staff generally understand how to adapt activities so that children with special educational needs and/or disabilities (SEND) can participate fully alongside their peers.

Children receiving additional support benefit from clear plans that outline strategies to reduce barriers to learning. Leaders work in partnership with external agencies to ensure children's needs are met. They share information effectively with parents and carers and, where relevant, with other settings and schools to support smooth transitions.

Staff use sensitive approaches, such as modelling language, offering reassurance and adjusting routines, to help children feel secure. Leaders have strengthened staff training so that more staff can recognise the early signs of children's needs. Parents typically feel listened to and involved in decision-making. Overall, leaders' inclusive practice ensures that children with SEND and those who may be disadvantaged receive support to make progress and feel a sense of belonging.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that reflects the needs of children and the community. Staff generally understand what children should learn at each stage. They provide activities that support development across the 7 areas of learning. Teaching is typically calm, purposeful and responsive to children's interests.

Across rooms, staff model language clearly and encourage children to repeat new words, supporting communication and early literacy. In the baby room, staff use simple gestures and narrate actions, such as 'tap the box' or 'big' and 'small', to help babies connect words with meaning. Babies also explore sensory materials that promote their early curiosity.

Toddlers enjoy imaginative play, including washing dolls to learn about care routines. Staff introduce early mathematics through everyday language, such as 'one more towel' or noticing actions like 'squeezing' and 'pouring'. Children often link this play to familiar experiences at home. Older children practise independence and problem-solving through routines and structured activities. They collect their plates at mealtimes, pour drinks and work together to build train tracks or organise pretend picnics. This helps children to develop cooperation and early reasoning skills.

The curriculum is inclusive. Staff adapt resources and approaches so children with special educational needs and/or disabilities can participate meaningfully, using simplified instructions, visual prompts or smaller groups when needed. While teaching is generally consistent, leaders recognise that staff deployment and routine organisation occasionally affect how well quieter children are drawn into conversations. Overall, children experience a curriculum that helps them to build confidence, independence and curiosity.

Achievement: Expected standard

Children typically achieve well across the areas of learning. They develop secure communication skills, using key vocabulary to express their needs and ideas. Babies begin to explore sounds and gestures, while toddlers and pre-school children build confidence in speaking, listening and taking part in conversations.

Children practise early mathematics skills through counting, comparing sizes and exploring shapes during play. They enjoy stories and begin to develop some early literacy skills. Children show pride in their achievements, whether completing a puzzle or sharing their creations with staff.

Children with special educational needs and/or disabilities make progress from their starting points because staff adapt activities and routines to meet their needs. They benefit from staff working closely with parents and external professionals to ensure strategies are consistent. Overall, children gain the essential knowledge and skills they need for future learning and for their move to school.

Behaviour, attitudes and establishing routines: Expected standard

Children generally behave well and respond positively to staff's guidance. They understand familiar routines, such as washing their hands, lining up for meals, and moving between indoor and outdoor activities. These routines help children feel secure and support them to regulate their emotions.

Staff model respectful interactions and help children learn to share, take turns and resolve minor disagreements. Children show positive attitudes to learning and enjoy joining in with activities. When children become upset or need help managing emotions, staff use calm and nurturing approaches to support them.

Leaders have strengthened behaviour-related training, including emotion coaching, so staff can help children talk about their feelings. Staff encourage children to express themselves and recognise how others may feel.

Attendance is monitored closely, and leaders follow up promptly when contact cannot be made. This helps children maintain consistent routines, which supports their emotional security and engagement in learning.

While behaviour is generally positive, leaders recognise that when staff are managing several tasks at once, it can be harder for them to notice and interact with all children as promptly as intended. This means some children may wait longer for reassurance or guidance during busy periods. Leaders have begun to address this through feedback and ongoing development so that staff can respond more consistently.

Children's welfare and wellbeing: Expected standard

Children are cared for in a nurturing environment, where staff prioritise their wellbeing throughout the day. Staff build warm and trusting relationships with children, helping them to feel safe, confident and ready to explore. Staff use gentle interactions, eye contact and simple language to help babies feel secure. Older children develop independence through familiar routines, such as serving snacks, pouring drinks, choosing resources and helping to tidy the room.

Staff generally supervise children well and respond promptly when children need help or reassurance. Leaders maintain close oversight of practice through regular walk-arounds, in-the-moment feedback and ongoing training. This helps ensure that staff understand how to meet children's needs and create a calm and predictable environment. Children typically feel comfortable approaching staff, whether to share an idea, ask for help or seek comfort.

Staff support children's physical and emotional wellbeing through a wide range of experiences. Outdoor play gives children opportunities to climb, run, explore nature and develop coordination. Indoors, children enjoy sensory activities, imaginative play and quiet spaces where they can rest or look at books.

Staff encourage children to talk about their feelings and help them to recognise emotions in themselves and others. They promote healthy choices through stories, discussions and practical activities, including oral health routines and conversations about food.

Mealtimes are calm and sociable. Staff sit with children, model positive interactions and encourage conversation. Children learn to use cutlery, pour drinks and practise positive table manners. Staff sensitively support children who need extra help, ensuring mealtimes remain relaxed and enjoyable.

Leadership and governance: Expected standard

Leaders have taken steady action to strengthen the nursery and ensure that practice is consistent across rooms. They have refined staff deployment, enhanced supervision sessions and embedded safeguarding procedures so that requirements are met. Leaders monitor practice closely through regular observations, feedback and training. They respond promptly when they identify areas for development.

Leaders have thoughtfully shaped the organisation of the nursery to maintain safe ratios and ensure children's experiences remain positive. New staff are supported through a clear induction process and ongoing professional development, including one-to-one sessions, wellbeing check-ins and opportunities to build their expertise. Leaders recognise the importance of staff confidence. They provide structured pathways for training, including special educational needs coordinator development and behaviour-related training.

Leaders engage with local authority networks, safeguarding training and special educational needs and/or disabilities pathways to strengthen practice further. They work closely with external agencies and other settings to ensure children receive consistent support and smooth transitions.

Parents and carers typically feel well informed through newsletters, daily communication, meetings and stay-and-play sessions. Leaders value families' contributions and work sensitively with parents who may need additional support.

Leadership is generally effective. Leaders acknowledge that staff deployment and the organisation of routines would benefit from continued refinement to ensure all children, including quieter personalities, are consistently drawn into interactions. They have already started to address this through feedback and ongoing staff development.