Partou Apples & Cherries Day

Nursery & Pre-School

Unique reference number (URN): 2740691 Address: St. Laurence Church Hall, Shepherds Close, Uxbridge, UB8 2EZ Type: Childcare on non-domestic premises Registered with Ofsted: 13/07/2023 Registers: EYR Registered person: Partou UK Limited

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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

Children develop bonds with staff that support their emotional wellbeing and help them to explore the learning environment with confidence. They make steady progress in their communication and language. Babies make sounds and try to join in with nursery rhymes. Toddlers eagerly participate in story time and gain confidence in expressing themselves. Older children talk about their experiences and share their ideas. They build resilience and social skills through play and problem-solving activities. Children develop independence skills. For example, they put their coats on and serve themselves at mealtimes. Children know that they need to wash their hands after they wipe their nose, showing their understanding of hygiene routines. All children, including those with special educational needs and/or disabilities, and those who are known, or previously known, to children's social care, make steady progress from their starting points and develop skills for future success in

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Behaviour, attitudes and establishing routines Expected standard

Staff are kind, caring and build trusting relationships with children. They are positive role models and use gentle, effective approaches to manage challenging behaviour. For example, they talk to children about the importance of 'kind hands' and discuss how hurting others may make them feel. This helps children recognise different emotions, which they explore further through books and stories. Children learn to negotiate with their friends and generally behave well. Staff teach children to respect each other's differences. Leaders and staff have high expectations of what children can achieve. As a result, children develop positive attitudes to learning. Staff plan meaningful learning opportunities tailored to children's individual needs and abilities. They help all children to join in, using their interests to engage their attention. Children are excited about activities on offer and join in with

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Behaviour, attitudes and establishing routines Expected standard

confidence. Leaders monitor children's attendance and follow up on any absences. Parents and carers understand the benefits of regular attendance for children's learning and development. Children's attendance is regular, and this supports their steady progress in learning and development.

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Children's welfare and wellbeing Expected standard

Leaders have effective settling-in procedures, tailored to individual children's needs. Children benefit from the presence and support of their key person. This supports children's emotional wellbeing and helps them develop secure attachments, settling quickly when they first start. Staff support the use of children's home languages. This helps children who speak English as an additional language to feel valued and understood. Staff work with parents and carers to support consistency in children's routines, including sleeping arrangements and weaning, to ensure their needs are met. They sensitively change children's nappies, protecting their privacy. Leaders ensure children benefit from a healthy and nutritious diet throughout the day. Children know that healthy food, including fruit and vegetables, gives them energy and keeps them strong and healthy. Leaders manage children's dietary requirements effectively to keep them safe.

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Children's welfare and wellbeing Expected standard

Staff are vigilant and carry out ongoing risk assessments to ensure the environment is safe. Children benefit from daily learning in the fresh air and practise their physical skills, including balancing. They enjoy exploring outdoors in different weathers. Babies develop confidence in their physical abilities as they cruise, learn to walk, and access age-appropriate apparatus. Staff teach children how to keep themselves safe. Children understand that they need to use 'walking feet' indoors to prevent trips and falls, for instance. Staff understand and meet all children's individual needs well.

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Curriculum and teaching Expected standard

Leaders provide a balanced curriculum that supports children's development across all areas of learning. Staff use assessment to find out what children know and can do. Staff generally tailor teaching to children's needs, abilities and interests. Children with special educational needs and/or disabilities benefit from small-group activities to support their development. Staff ensure children are happy, safe and secure, which supports their learning. They plan opportunities for children to be active, inside and outdoors, building on children's physical skills. Staff provide opportunities for children to develop muscle strength and movement. For example, children make marks and carefully fit small puzzle pieces in the correct spaces. Children embed their mathematical skills within daily routines and play. They show high levels of engagement and concentration in planned activities. Children share toys and resources and show respect for one another during play. This helps them

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Curriculum and teaching Expected standard

build on their personal, social and emotional development.

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Curriculum and teaching Expected standard

Staff use repetition, sing nursery rhymes, and share books with children to support their language development. This helps children develop their communication skills. However, there are occasions when staff talk to children too fast and do not provide time for them to think and answer questions. This does not fully support children's thinking, imagination and communication and language development.

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Inclusion Expected standard

Leaders work closely with parents and carers and other professionals to identify where children require additional support and to reduce barriers to learning. They are proactive and provide additional help for children to narrow and close gaps in their learning. Leaders who are responsible for children with special educational needs and/or disabilities are equipped with appropriate skills and knowledge to carry out their roles effectively. Staff complete regular assessments and monitor children's progress effectively. They adapt the curriculum to meet individual children's needs to help them thrive. For example, staff implement targeted activities in small groups and introduce visual resources. Staff share effective learning strategies with parents and carers so they can continue their children's learning at home. This helps provide consistency in children's learning and development.

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Inclusion Expected standard

Leaders and staff understand that the experiences of children and families differ. They support the emotional needs of children who are known and previously known to children's social care. Leaders and staff closely monitor children's learning and emotional wellbeing. They provide the support that children need to help them make progress towards their next steps in learning and development. Leaders evaluate the impact of support that children receive to ensure that they make ongoing progress and develop a high level of self-esteem.

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Leadership and governance Expected standard

Leaders are committed to providing quality care and education. They are reflective and identify the setting's strengths and some priorities for improvement. Staff feel valued and supported in their roles. Leaders support staff's wellbeing and ensure their workload is manageable. They regularly meet with staff and carry out coaching sessions. However, these are not always fully effective in identifying staff's individual professional development needs. Some staff are unaware of their own professional targets, which hinders the consistency of teaching.

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Leadership and governance Expected standard

Leaders monitor the curriculum and evaluate the impact it has on individual children's development. This helps to ensure all children, including those with special educational needs and/or disabilities and those known to children's social care, achieve well. Leaders ensure that children who face barriers to learning access a full range of opportunities to enhance their experiences and help close gaps in their learning. Parents and carers obtain regular updates about their children's progress and plan for their children's next steps together with staff. Parents value the guidance that leaders offer, including how to access dental services in the area and how to support children's oral health. Leaders engage with teachers from local schools, discuss school readiness, and arrange for children to meet with teachers to prepare them for a smooth transition to school.

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

Children arrive at nursery with a smile and are ready to start their day. They settle quickly when they first start. They develop secure bonds with their key person and other staff, who they approach for comfort when needed. Babies explore the environment with confidence. They use their senses to explore water and sand, and they learn the sounds that animals make. Staff support babies with their physical development, helping them to practise their new skills. Children are active and move their bodies to music. They are confident to express their needs and wants. Children manage their personal hygiene routines well, which supports their independence skills for future development.

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

Staff are kind and caring, and, as a result, children learn to be respectful to others. Older children develop assurance in social situations and hold meaningful discussions with their friends and staff. For example, they discuss what may happen to the gingerbread man in their story if he is not fast enough. Children solve problems with enthusiasm. For example, they investigate how much sand can be put in a pot before it overflows. Staff encourage children to explore a range of mathematical concepts and use mathematical language. Children learn to recognise numbers and match them to quantity, recognise shapes, and count in sequence. This helps them build confidence in, and enjoyment of, mathematics for the future.

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

Staff plan for and consider the needs of children, particularly disadvantaged children, those with special educational needs and/or disabilities, and those known and previously known to children's social care. They create an inclusive environment where all children's needs are met. Children are happy, safe and make steady progress in their learning. They are well prepared for their next stage of learning and development.

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Next steps

Leaders should build on current support for staff, including through targeted training and coaching, developing their confidence as teachers and to provide consistently high-quality education for all children. Leaders should allow children plenty of time to process information and answer questions, to further support their thinking, imagination and growing communication and language skills.

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About this inspection

The inspector spoke with leaders, staff, a special educational needs coordinator, parents and children 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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Address:

St. Laurence Church Hall Shepherds Close Uxbridge UB8 2EZ

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Address:

Type: Childcare on non-domestic premises

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Address:

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

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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