Partou Barnwood Day Nursery &

Pre-School

Unique reference number (URN): 2652959 Address: 148 Barnwood Road, GLOUCESTER, GL4 3JT Type: Childcare on non-domestic premises Registered with Ofsted: 29/07/2021 Registers: EYR Registered person: The Chestnuts Nursery Ltd

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Leaders ensure targeted support, interactions and engagements with children help them to gain the skills that they need for the next stage in their learning and in preparation for starting school. Leaders and staff place a high focus on supporting children's communication and language skills. Staff engage children in sharing stories and joining in with songs. The youngest children learn to confidently explore, through the strong attachments that they form with staff. Toddlers learn to be independent in managing their own needs, such as through feeding themselves and hanging their coats on their pegs. The older children learn to communicate their needs and consider the feelings of others as they learn to share with the support of staff. Leaders are providing staff with support to help them to ensure children of all ages can gain the skills that they need to make the best possible progress.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff set clear and consistent routines and boundaries to help children to understand their day and to help them to keep themselves safe. Children respond well to the routines and understand the expectations in place for behaviour. Children know that they must not run indoors. They demonstrate good listening skills, and they are kind and respectful towards their peers. Staff praise the children for their achievements, such as when they share the toys and when younger children show that they can take their own coats and shoes off. Leaders and staff help children who struggle to manage their feelings and behaviour. Children who have special educational needs and/or disabilities have additional plans and risk assessments if needed to ensure that they are given the targeted support needed to help them to process and manage their feelings appropriately.

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Children's welfare and wellbeing Expected standard

The key-person system is well embedded, and children have good attachments with the adults who care for them. Staff know the children's routines and have a good understanding about children's families and home life. This helps them to support children and understand their behaviours. Children are offered healthy snacks, and staff are very aware of, and meet, children's dietary needs. Staff sit with the children and supervise them well during mealtimes, and they encourage children to try foods and keep themselves hydrated. This helps keep children safe and healthy. Staff ensure that children have suitable areas for sleeping and that they are well supervised during this time. They make sure the environment is safe and that children have the rest that they need by working with parents to follow children's individual needs. Children have lots of opportunities to develop their physical skills. They enjoy playing in the garden and using the different equipment to test their skills.

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Curriculum and teaching Expected standard

There have been recent changes to the leadership team. The team has taken the time to get to know the staff team well and assess the quality of the interactions between staff and children. Leaders and staff have a shared focus on helping children to achieve, and this is delivered through their curriculum that runs throughout the nursery. Staff provide children with lots of opportunities to listen to stories and be involved in singing. Staff use what they know about children to help engage them in play and extend their learning, focusing on supporting children's communication and language, confidence, self-esteem and physical development. Staff are skilled at supporting children's creativity, particularly their imaginative play. For instance, children excitedly make potions and pretend to turn staff into butterflies and dragons. Children play hide and seek and count the time until they have to find their

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Curriculum and teaching Expected standard

friends. This supports children's physical skills as they run around the garden, and children begin to use mathematical language in their play as they count with confidence. Overall, the curriculum is delivered typically well. More targeted intervention when working with younger children will ensure that all children have the support that they need consistently, by all staff.

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Inclusion Expected standard

All children, including those with special educational needs and/or disabilities (SEND), are fully included in this welcoming nursery. Leaders and staff know the children well. They assess their progress, and this supports them to identify any gaps in children's learning. Children have their individual needs catered for and are well supported to join in group activities with their friends. They spend prolonged periods engaged in activities and play alongside their friends, learning to share and be involved. Leaders and staff use the knowledge and skills that they have gathered from recent training to help them to target support well for children's needs. They work in partnership with external professionals and parents to target support for children's individual needs. Leaders have identified that the support in place for children with SEND is in the early stages and have not previously been consistent. They will continue to access support and training to fully embed their processes.

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Leadership and governance Expected standard

The new leadership team has already begun to build good relationships with the staff team. Leaders have an accurate oversight of what is being provided for children and their families. Leaders recognise their strengths and the areas where they need to develop. They are aware that they could use their partnership working with parents more effectively to help parents to learn how to support their children's learning at home. Although parents say that the staff share information about their children's time at the nursery, they do not know how they can support their children's learning at home. Leaders have been getting to know the children and their families to allow them to know how to ensure that they are inclusive and support the diverse families that attend.

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Leadership and governance Expected standard

Leaders provide staff with training and coaching to help them to develop their skills and knowledge further. For example, leaders encourage staff to support the less-experienced staff through role modelling. Staff say they feel well supported by leaders in the nursery. They report that the training they have experienced has helped them to understand their roles and responsibilities. Staff know their targets for improvement, and this helps them to improve their practice.

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What it's like to be a child at this setting

Children are happy and form strong attachments to staff. Older children develop good friendships with their peers. Children arrive happy and keen to start their day, and leaders work with parents to ensure that children have good attendance. They settle quickly and are keen to explore the resources available. Children develop an interest in books and stories. They sit and concentrate well as staff read to them in a way that engages them and keeps their attention. Children eagerly find pictures on the page as staff skilfully engage them in the story. This supports children's understanding and helps them to follow instructions as they are learning new words. The youngest children enjoy singing with props to bring the songs to life. They copy new words and join in with the familiar songs.

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What it's like to be a child at this setting

Staff provide regular opportunities for young children to develop their core strength and coordination, both indoors and outdoors. Children become confident with their physical skills as they climb and slide on the indoor climbing frame. Younger children enjoy playing parachute games, where staff give them clear instructions, supporting children to listen and take part. Children giggle as they take turns to stand under the parachute while their friends shake it over their heads. Children enjoy using the bicycles and push themselves along, learning to steer in the right direction. Leaders and staff ensure that children who have special educational needs and/or disabilities have the same access to resources and activities, and they provide support so that all children can take part and achieve.

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What it's like to be a child at this setting

Leaders ensure that parents are fully supported to ensure their children's attendance. They recognise the positive impact that consistent attendance has on children's experiences and outcomes. All children make progress from their individual starting points.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Chestnuts Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Next steps

Leaders should enhance the curriculum more securely for the youngest children to help staff focus more precisely on children's individual learning needs. Leaders should further develop partnerships with parents so that they are more confident to support their children's learning at home.

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About this inspection

The inspectors spoke with leaders, staff, the special educational needs coordinator and parents during the inspection.

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About this inspection

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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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