Partou Westfields Day Nursery & Pre-School

Inclusion: Strong standard

Leaders consistently identify children's needs early and work effectively with staff, parents and carers and external professionals to reduce barriers to learning. Inclusive practice is embedded across the setting. Children with special educational needs and/or disabilities (SEND) access specialist equipment and tailored support that enables them to participate fully in daily routines and activities. For example, staff use visual cues, sign language and adapted seating to help children engage successfully in group times. They provide sensory resources and small-group opportunities to support children, who need help with regulation or communication. Staff understand children's individual plans well and implement strategies that promote meaningful progress in communication, physical development and regulating their emotions.

Leaders maintain effective oversight of provision for children with SEND. They coordinate multi-agency involvement, lead statutory processes and ensure staff receive clear guidance to support children effectively. Parents value the support they receive and describe improvements in communication and guidance. They note that staff explain strategies clearly and involve them closely in decision-making. Staff work closely with parents to share approaches that help children feel understood, including using key words, consistent routines and personalised transitions. Children who face additional difficulties are included in all aspects of the setting through thoughtful adaptations, such as flexible activities, targeted adult support and responsive planning. As a result, inclusive practice is consistent and children benefit from a setting, where their uniqueness is recognised and celebrated.

Curriculum and teaching: Expected standard

Leaders have developed a broad curriculum that promotes children's communication, physical development, independence and wider learning across the early years foundation stage. Staff understand what children need to learn next and plan activities that build on their interests. Teaching is warm and encouraging. In the baby room, staff sing songs, use eye contact and praise children's early attempts at communication. Babies also explore resources placed at their level, such as role-play equipment and sturdy furniture. They use these to pull themselves up, handle utensils and develop early language through imitation and shared play. In the toddler room, staff name fruits, describe smells and narrate children's actions as they explore the mud kitchen. In the pre-school room, staff extend children's language by modelling vocabulary, such as 'cinnamon'. They encourage children to join in with familiar refrains from well-known stories.

The curriculum intent is clear across rooms. Staff implement routines that help children to develop age-appropriate skills, such as feeding themselves, using cutlery, dressing and managing personal care. Staff adapt activities so that all children can participate, including those who need additional support. For example, during a painting activity, staff offer paintbrushes when children show interest in mark making rather than animals. They support children who prefer to observe before joining in.

Leaders are refining staff's curriculum knowledge so they can explain more clearly how activities link to what children already know. This helps staff make the most of opportunities to extend children's thinking. For example, during an exploration activity, staff support children's engagement well but do not consistently build on children's comments to introduce new vocabulary or ideas. This does not enable children to develop richer language and reasoning skills.

Achievement: Expected standard

Most children make steady progress from their starting points. They develop the knowledge and skills they need for their next stage of learning, including early communication, physical development and social confidence. Children benefit from a range of experiences that support their development. For example, they explore paint in different ways, practise climbing and balancing outdoors and take part in sensory and imaginative play. Children build early mathematical understanding through activities, such as counting objects in outdoor play or comparing sizes during sensory exploration in the mud kitchen. Many children also develop early literacy foundations by enjoying stories, joining in when staff read familiar lines from books and experimenting with mark making using different tools and materials.

Staff adapt activities so that all children can participate, including those who need additional support or equipment. Children show increasing independence and curiosity as they choose resources, experiment with materials and engage in routines that prepare them for school. However, at times, children wait for staff to complete parts of mealtime routines for them. This reduces their chances to practise independence and build confidence in managing everyday tasks.

Behaviour, attitudes and establishing routines: Expected standard

Children typically behave well and respond positively to staff's expectations. They learn to take turns, follow routines and show care for one another. For example, toddlers wait for their turn on the slide as staff say, 'Ready, steady, go' to support turn-taking. Children show positive attitudes to learning. They engage well in activities that interest them, such as decorating dens, imaginative hiding games and painting on the outdoor easel.

Staff model positive behaviour and help children to understand their emotions through conversations and stories. In the pre-school room, children talk about what makes them feel happy while waiting for lunch, sharing ideas, such as cuddles or watching favourite films. Leaders monitor behaviour and routines and intervene promptly, when practice needs improvement. Transitions are calm and well managed, such as children lining up after outdoor play or sitting on benches to wait for their names to put coats away.

Leaders follow up attendance consistently. Staff talk to families when patterns of absence emerge. Children feel safe because staff supervise them closely throughout the day.

Children's welfare and wellbeing: Expected standard

Staff generally support children's welfare and wellbeing well. Staff respond promptly when children need comfort or reassurance. They check on children's safety and wellbeing during play. Babies benefit from warm and sensitive care. This includes gentle settling, prompt attention to their physical needs and engaging story sessions with props, such as teddies. Staff follow safer sleep guidance and hygiene routines appropriately.

Staff seat children with dietary requirements together to ensure consistency and safety. They promote healthy eating throughout mealtimes and encourage children to try new foods. Staff usually support children's emotional wellbeing through conversations about feelings. They help children to understand what makes them happy or sad. Leaders monitor care practices and typically ensure that routines, such as toileting, sleep and transitions, are managed safely and respectfully. For example, staff prepare outdoor equipment before use, check that spaces are safe and ready for play and ensure children know what to expect during changes between rooms or activities.

Staff generally encourage children to take small responsibilities, such as helping to tidy resources, choosing their own materials for play or collecting belongings before going outdoors. Staff also usually support children to practise some self-care skills, such as washing hands independently or finding their own comfort items, when they need reassurance. However, staff do not provide more consistent opportunities for children to take an active role during daily routines to help them strengthen their independence. This does not support their wider wellbeing and readiness for future learning. For example, at times, some children wait for staff to complete simple tasks for them, such as pouring water at mealtimes. When this happens, children have fewer chances to practise their self-help skills and build confidence in managing everyday tasks.

Leadership and governance: Expected standard

Leaders have taken appropriate actions to strengthen the safeguarding culture following previous concerns. They have introduced clearer reporting systems, retrained staff and embedded a safeguarding flowchart that staff understand. Leaders generally maintain oversight of practice through daily room walks, supervision sessions and coaching. They work with colleagues across the organisation and external professionals to improve practice and support staff development.

Recruitment processes are typically robust. Leaders ensure that appropriate checks and procedures are followed before staff begin working in the setting. Leaders recognise the challenges of staffing and work to maintain consistency by using familiar temporary staff. They draw on support from other settings when needed. This approach generally has a positive impact on children because staff covering are consistent, already known to the setting and familiar to children. This helps to maintain secure relationships and smooth routines. Leaders also support staff's wellbeing through regular supervision sessions and open communication.

Leaders have clear priorities for improvement, including strengthening curriculum consistency, enhancing parental engagement and enriching children's cultural experiences. They acknowledge feedback from parents and carers and are working to improve communication and the quality of the environment. Leaders recognise that strengthening monitoring systems means that checks on curriculum delivery, interactions and care practices are used more effectively. They acknowledge this will help them to identify patterns and inform next steps for further development to ensure that children experience high-quality practice across all rooms. Governance arrangements provide appropriate oversight and leaders demonstrate a reflective approach to improving the setting.