Partou Little Big Steps Day Nursery & Pre-School

Inspection of Partou Little Big Steps Day Nursery & Pre-School Crossroads, The Park, Daventry Road, BRISTOL BS4 1DQ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are happy and confident in the nursery environment. Staff have good relationships with children that enable them to feel safe and secure. They provide children with a learning environment that is centred around their needs. For example, the youngest children have opportunities to develop their communication skills when they share books with staff and make sounds of animals they see in the book. Older children develop their small physical movements ready for early writing skills when they tip and pour water with jugs, pipettes and large spoons. Staff are close by to support and model play, and they praise children for having a go.

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The provision is good

The provider and staff develop and deliver a curriculum that promotes children's independence and confidence to ensure children are ready for their next stage of learning. Staff support the youngest children to get ready for the garden, allowing them time to independently have a go at putting on their coats. Older children engage in independent play with confidence. They share ideas with their friends and refer to staff for support when needed. All children show high levels of confidence and engage with play for extended periods.

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need to do better?

n There have been a lot of changes to the staff team recently and the provider is aware of the challenges staff face and put procedures in place to support them. Staff report that they are well supported by the provider and receive regular opportunities to discuss their health and well-being, as well as their training needs and workload. Most recently, all staff have received training to provide enabling environments for children. Staff share that this has really enhanced their practice and reaffirmed the importance of knowing what they want children to learn. They implement this in practice to support children's development. n Staff mostly know all children and their families very well. They work with parents and other professionals where needed to ensure they meet children's needs. However, those staff who are less experienced do not always use their knowledge of the children to ensure they meet their specific needs. For example,

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need to do better?

at times, children wander around the playroom with limited purpose and flit between activities. Staff do not always engage the children purposefully to enable them to make the most of learning opportunities on offer. n Staff support children's well-being and begin to help them understand the impact their actions may have on others. For example, when younger children express that they dislike a friend touching their shoes, staff intervene and discuss the impact of this and the importance of respecting others' wishes. However, at times, staff do not support older children to understand expectations. When children flick water repeatedly from the water tray, staff say, 'don't do that' rather than helping children understand why it might be unsafe.

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need to do better?

11 March 2025 Furthermore, when children draw on resources, staff do not redirect children to where they can draw and talk about respecting their environment. n Parents report their children love coming to the nursery and have grown in confidence since attending. Those parents whose children are transitioning to school this year share that they are being well prepared by staff. Staff share updates of children's learning via an online system and have parents' evenings to allow them to have more in-depth discussions with their children's key person. n Staff promote children's language and communication at every opportunity. At mealtimes, staff talk to the youngest children about keeping their bodies healthy and the importance of drinking water so they do not 'dehydrate'. When children explore messy activities, staff introduce mathematical language like full and empty. Older children and staff draw pictures together. Staff ask children about

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need to do better?

their creations and encourage them to think for themselves. Children are confident to talk about their pictures and ask staff about what they have drawn.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n support less-experienced staff to use their knowledge of children's individual learning needs to better support children to engage with meaningful learning opportunities n support staff to consistently help older children to understand the expectations for their behaviour and importance of respecting their environment.

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Setting details

Unique reference number EY421623 Local authority Bristol City of Inspection number 10382003 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 81 Number of children on roll 74 Name of registered person Abbeywood Tots Day Nursery Ltd

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reference number

Telephone number 01173 776 370 Date of previous inspection 23 May 2024

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Information about this early years setting

Partou Little Big Steps Day Nursery & Pre-School originally registered in 2004 under the name Abbeywood Tots Day Nursery and is located in the Park Centre, Knowle, Bristol. It operates from 7am to 6pm, Monday to Friday, all year round. There are 16 members of staff. Of these, nine hold an appropriate childcare qualification. The nursery provides funded places for children aged two, three and four years.

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Information about this inspection

Inspectors Sarah-Louise Clements Teresa Newman

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Inspection activities

n The manager joined one of the inspectors on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspectors observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Staff spoke to the inspectors at convenient times during the inspection. n The inspectors looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n Parents shared their views of the setting with the inspectors. n One of the inspectors and the manager carried out a joint observation of a group activity.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

11 March 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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