Partou Old Town Day Nursery & Pre-School

Inspection of Partou Old Town Day Nursery & Pre-School Beaconsfield School, Wattleton Road, Beaconsfield, Buckinghamshire HP9 1SJ

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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 Requires improvement

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The provision is good

Leaders have effectively addressed the actions since the last inspection to make the necessary improvements to secure a good judgement.

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The provision is good

Children arrive happy and confident and are quick to separate from parents to join their friends in play. Staff provide a warm welcome and engage in conversation about the plans for the day. Children show enthusiasm as they make choices of where they want to play.

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The provision is good

Staff show care and are attentive to the individual needs of children, which supports their overall well-being and emotional development. Children develop strong bonds with the staff caring for them and show a strong sense of belonging.

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The provision is good

Children explore a wide range of well-resourced and planned activities that support all children to engage and focus in purposeful play. Staff encourage children's communication and language development through a range of stories and activities. For example, children use their imagination to create their own stories from a range of picture cues. They take turns to build and develop the story and show pride in their achievement. Staff engage and provide more vocabulary to help children develop their language skills further.

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The provision is good

Children are kind to each other and focus for good periods of time in their chosen play. They show positive attitudes towards their learning and behaviour. Staff support this through positive interaction and engagement in activities with children.

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need to do better?

n Leaders have developed an ambitious and sequenced curriculum that supports children's learning and development. They consider children's current skills and abilities and plan to support children's next steps in learning. They work closely with staff to support continuous and consistent practice that focuses on quality of teaching. n Staff plan a wide range of interesting and inviting activities that reflect children's interests and learning needs. They use observation and assessment well to identify what children already know and can do. Staff focus on what it is they want children to learn and engage with children during focused group times. However, very occasionally some focused activities do not consistently support the needs and interests of the youngest children. At such times these children are not as engaged in purposeful play as at other times. n Children develop their understanding of mathematical concepts. They explore

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need to do better?

and create figures with dough. Staff pose questions to support children to compare the shape and weight of two dough models. Children are keen to share

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need to do better?

23 September 2025 their thoughts and assess the shape and size of the figures. They hold them and feel the weight of them. Staff encourage children to talk about what is the same and what is different between them. Staff encourage children's interest in extending the activity to counting, providing challenges to meet children's thinking and build next steps in learning. n There is an effective key-person system that allows staff to understand and support children's learning needs. However, minor communication inconsistencies among staff members lead to occasional times where they do not consistently provide the targeted support for those with special educational needs and/or disabilities (SEND). n Staff are positive role models for children. They show care and are kind to the children. These positive interactions support children's personal, social and emotional development as they learn to be kind and caring towards their peers

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need to do better?

and staff. Children behave well and show a positive attitude towards their learning. They engage and focus on their chosen play for good periods of time. They take turns and share resources with their friends. n Staff actively incorporate songs and stories into daily routines, ensuring that all children have access to books and opportunities to share stories with adults. They read with enthusiasm and recite key phrases to bring the story to life. Additionally, staff encourage children to make predictions about what happens next to support and develop creative thinking by inviting them to create their own versions of the story. n Partnerships with parents are positive. Parents speak highly of leaders and staff. They have a mutual respect and trust in the staff that helps them feel well supported. Leaders and staff maintain open and effective communication, keeping parents fully informed about their children's daily experiences and

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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 strengthen the organisation of group activities to consistently meet the needs of the youngest children n enhance strategies for planning and monitoring children's progress, particularly for those with SEND, to build on their good progress.

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Setting details

Unique reference number EY555560 Local authority Buckinghamshire Inspection number 10383174 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 49 Number of children on roll 41 Name of registered person Beaconsfield Day Nursery Limited

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reference number

Telephone number 01494 675533 Date of previous inspection 7 January 2025

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Information about this early years setting

Partou Old Town Day Nursery & Pre-School registered in 2017. The nursery operates from the grounds of Beaconsfield School in Buckinghamshire and is open from 8am until 6pm for 51 weeks of the year. There are currently nine staff working with the children, seven of whom hold a childcare qualification from level 2 to level 6. The nursery is eligible to receive funding to provide early education for children aged from nine months to four years.

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Inspection activities

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

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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

23 September 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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