Partou Upton Day Nursery & Pre-School

Inclusion: Expected standard

Leaders and staff create an environment, where all children are valued, respected and included. They provide appropriate support for children with special educational needs and/or disabilities. Leaders and staff correctly identify when children may need additional support and make the appropriate referrals to partner agencies. Leaders and staff collaborate with parents to create bespoke plans to support their children. Leaders and staff meet regularly to discuss the progress children are making and to consider the effectiveness of the plans in place for them. Plans are shared with all staff and are generally implemented well, but there are some minor inconsistencies in how the curriculum is implemented.

Funding is used to purchase carefully considered resources, such as spinning tops and the 'whizzy wheel'. These resources effectively support individual children's needs and help them to engage in their learning. Furthermore, they are enjoyed and used by all children. Parents are complimentary about the support provided. They comment on how leaders and staff interventions have improved children's learning and development. Ultimately, these interventions are helping to narrow the gap in children's learning.

Curriculum and teaching: Expected standard

Leaders and staff are in the process of firmly embedding the new curriculum and assessment process. At this time, there are some inconsistencies in the implementation. As a result, some activities are not appropriately sequenced to help children build on their prior learning. Occasionally, large-group activities do not take into account the needs of all children. This means children are not always able to fully engage in their learning. Nevertheless, children are making progress and are becoming active and interested learners.

Leaders and staff place a key focus on supporting children's communication and language skills. Stories and songs permeate throughout the setting. Babies giggle in delight as they make animal sounds as staff read to them. Staff repeat phrases, such as 'splat, splat, splat,' as children put their painted hands on the paper. This provides opportunities for children to hear and use new words. Furthermore, children develop the confidence to put forward their own ideas, such as creating a rainbow in the paint.

Children are confident to select their own books and sit quietly reading. This supports children's early literacy. The teaching of mathematics is generally well established. Older children are confident to count independently and recognise numbers within the environment. Babies have opportunities to pull themselves up on furniture, which helps develop the muscles needed for walking.

Achievement: Expected standard

Children who face barriers to their learning and/or wellbeing make steady and sustained progress, particularly in their social interactions and communication. For example, children learn to play alongside their friends. Babies babble happily with staff. This helps them to develop an understanding of two-way conversations. Older children develop independence as they see to their own toileting needs. Children learn to serve themselves at lunchtimes. They confidently use a range of tools, such as tongs, to pick up food items. Children skilfully use a jug to transport water from the sink and then pour it into the baby bath. These skills help children to develop a 'can-do' attitude and build on their confidence, resilience and self-esteem. Babies persevere at pushing the pom-poms into the cardboard box. Older children work together to build towers out of large bricks. Children are able to concentrate on tasks and are building the foundation for future learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff create a positive culture in which children and babies can grow and develop. They set age-appropriate expectations for children's behaviour. Staff role model expected behaviours, such as using polite manners, and they consistently praise positive behaviour. Clear, established routines help children to know what is happening now and next. This helps children develop a sense of familiarity and security. For example, children know that they need to line up and 'tiptoe quietly' as they go outside.

Children learn from an early age how to take turns and be kind to their friends. For example, children intently watch the sand timer as they wait for their turn on the spinner. When it stops, they jump up shouting 'my turn' and are rewarded with a calm, respectful handover from their friend. Staff usually interact quickly when minor disagreements occur. They provide children with clear information about what they are doing and how it has upset their friends. This gives children the time and space to think about their actions and choose a suitable alternative.

The setting's positive relationships with parents ensure that families feel welcomed and valued. This inclusive approach supports children's regular attendance to form healthy habits for the future.

Children's welfare and wellbeing: Expected standard

Leaders and staff develop warm, trusting and caring relationships with the babies and children. Staff work with parents to establish babies' sleeping, weening and feeding routines. This helps children develop secure attachments and promotes their health and wellbeing.

Children are supported to manage their own feelings and emotions through activities and stories, such as 'The Colour Monster'. Children are becoming more able to express themselves and seek support from staff. Staff know the children well and generally respond appropriately to changes in children's emotions and needs. This helps children to feel valued and respected.

Leaders and staff support children to develop healthy habits. For example, they help children to understand what foods they can and cannot eat as they make them feel unwell. Children develop an awareness of the importance of good hygiene practices, such as washing their hands at appropriate times, and are learning about oral health. In addition, children understand the importance of being physically active. Children enjoy the opportunities to practise using the balance beam and riding the bikes. These activities and discussions raise the children's awareness of their own health and wellbeing.

Leadership and governance: Expected standard

Leaders and staff have worked tirelessly since the previous inspection to bring about improvements in the quality of care and education. This is evident in the findings of this report. Leaders have focused on staff training and development to help them to implement the new curriculum. They are mindful that this is not yet fully embedded in practice. However, mentoring, training and support are helping to bring about effective change. This is further supported by the implementation of a succinct development plan that is helping to drive forward continuous improvement.

Leaders are mindful of staff's wellbeing and workloads. Staff speak positively about the recent changes. They acknowledge the beneficial impact on the children's care and education.

Leaders and staff work collaboratively to support all children, including those with special educational needs and/or disabilities or those who have other barriers to learning. Funding is used wisely to bring about the best possible outcomes for children, to narrow any gaps in their learning. Partnerships with parents are effective. Parents feel included in their children's care and speak positively about the nursery and staff.