Partou Gingerbread House Day Nursery & Pre-School

School

Unique reference number (URN): 2506894 Address: 81 Purley Downs Road, South Croydon, Surrey, CR2 0RJ Type: Childcare on non-domestic premises Registered with Ofsted: 01/02/2019 Registers: EYR Registered person: Beech Green Day Nursery 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 achieve well from their starting points in all areas of learning, progressing through the curriculum. Children are provided with activities and experiences to help support them to develop age-appropriate skills across all areas of the curriculum. Children develop into confident communicators, eagerly describing different parts of the flower they investigate with their friends.

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Achievement Expected standard

Children develop positive bonds with their key persons, who know their children well and help families access a range of external expertise to help reduce barriers to children's learning. They benefit positively from the opportunities staff provide to develop their independence skills. For example, children eagerly wash their hands after messy activities and show excellent scissor control as they cut herbs and stems to add to play dough. They demonstrate that they know and understand the rules and routines of the setting well to support them when they transition to school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have generally established a secure and predictable routine throughout the setting. Staff know the children well, encouraging them to become independent in their routines and to begin managing tasks for themselves. Children are typically confident to navigate daily routines such as helping to tidy up, demonstrating well-embedded positive behaviour. Children know they must put their outdoor shoes on for the garden, and they confidently ask for help if it is needed. Children understand how to share the play dough or paint and take turns. Staff are positive role models, promoting good manners. As a result, children are polite and follow instructions. All children behave well. Leaders have worked hard to establish a positive environment. They recognise the challenges they have faced and ensure that children and families remain at the heart of what they do. Children attend regularly, and leaders work closely with families to promote the importance of this.

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Curriculum and teaching Expected standard

Leaders have a clear vision for what they want children to know and learn across all ages in the setting. Generally, leaders support the new staff team to embed the curriculum. There is a carefully considered, exciting curriculum, and children are busy and involved throughout the day. Leaders have introduced a vegetable patch in the garden, which furthers the children's knowledge and opportunities for teaching in the outdoor space as they look after the plants and understand where their food is from.

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Curriculum and teaching Expected standard

Activities are designed to support children's overall development. They are adapted so that all children can take part and are tailored to each child's age and stage of development. Teaching is purposeful and focuses on helping children learn the skills they need for their next steps. For instance, staff introduce new vocabulary with younger children during a painting activity, and older children confidently use new words they have learned as they explore the parts of a flower. Staff introduce ideas to children that build on their existing knowledge. Children have excellent ideas and are confident to try new things. Children have a wide range of opportunities, such as using beams and crates that build strength, coordination, balance and confidence in using their bodies.

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Curriculum and teaching Expected standard

Children typically use mathematical language in play as they explore sand and play dough and accurately match the number of plates to children at snack time.

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Inclusion Expected standard

Leaders and staff create a warm, welcoming environment that is inclusive for all children. Children explore a wide range of purposeful activities, which are adapted so that all children can take part. Key people are knowledgeable about children's developmental stages. They identify children's individual needs through observation and monitor their progress. Staff are reflective and thoughtfully plan how they can best support children, based on what they already know. Individual plans are typically developed for children who require further support, which involve external professionals.

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Inclusion Expected standard

Children's preferences are valued by listening to their choices and interests, helping them feel respected, confident and involved in their learning. Staff are knowledgeable about children's likes and dislikes. Children play happily together with routines adapted for all children to be included.

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Inclusion Expected standard

Leaders work with external professionals, implementing activities and using strategies with children in mind. Parents are part of this process and are supported along with their child through their journey.

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Leadership and governance Expected standard

Leaders and staff are a new team and during their short time together are working well as a team. Leaders have a clear understanding of the overall setting and are making significant

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Needs attention

progress within the action plan for rapid improvements. They are reflective, know its strengths and have ideas for further development. Staff have a detailed induction programme and ongoing professional training. Leaders place a strong emphasis on staff wellbeing, fostering a positive and supportive working environment. Staff feel confident and well equipped in their roles and benefit from regular supervision sessions, which provide ongoing guidance and support. Consequently, staff feel valued, supported and motivated in their work.

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Needs attention

Leaders regularly evaluate the service to drive change and positive developments. For example, they have recently moved older children downstairs to have direct access to the garden to encourage more outdoor learning for this age group.

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Needs attention

Leaders have well-established partnerships with parents and carers. They praise leaders and staff for the care and teaching they provide for children. Leaders engage with other professionals involved in children's care, which helps them to work together to meet children's needs.

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Children's welfare and wellbeing Needs attention

Leaders and staff support healthy eating. They help children to learn about healthy food choices through their vegetable patch in the garden. Leaders place importance on staff supervising children when they eat to ensure that they are safe. All children delight in the social aspect of mealtimes and attempt to feed themselves from an early stage. However, staff working with younger children are not consistently organising themselves to ensure that the routines during this time run smoothly so that children are supported to understand how to use good manners while eating. Although leaders have ensured that there are effective policies and procedures to promote children's welfare and wellbeing, staff do not consistently follow these as they check children's nappies in the room. This does not support privacy for the children.

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Children's welfare and wellbeing Needs attention

Children enjoy a safe, secure and welcoming space where they typically enjoy their day through a range of activities, including daily access to the outdoors. Leaders have used nutritional guidelines to help plan healthy, balanced and nutritious menus over the course of each week.

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Children's welfare and wellbeing Needs attention

Staff establish secure and responsive relationships with babies and children, which helps them to feel safe and confident to express their emotions. Staff encourage children to join in with others' play to help them to remain engaged in the environment. Staff provide children with opportunities to develop an understanding of self-care, personal safety and health and wellbeing. For example, they explore topics such as oral hygiene. Children take part in physical activities that support their fitness and overall wellbeing.

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

Children are happy and learn through play in a warm, nurturing setting. Children learn about healthy food choices as leaders place importance on staff supervising children when they eat to ensure they are safe. All children delight in mealtimes, which are a social occasion where they attempt to feed themselves from an early stage. However, staff working with younger children are not consistently efficient in making sure the routines run smoothly and that children are supported well to understand what is expected of them while eating to fully promote their wellbeing. Children have secure attachments to their key person and practitioners and settle quickly on arrival. Children attend regularly, helping them develop friendships and make consistent progress in their learning. Children have a positive approach to new experiences and are inquisitive as older children investigate how mixtures change when making play dough, while younger children find out why paint is sticky when

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

they paint their hand to make marks. Children's different starting points are valued and used to plan meaningful experiences. As a result, children are well prepared for their developmental stages and for school. The setting works closely with families to provide guidance and resources, ensuring all families are well supported.

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

Children feel secure, behave well and are aware of their environment and staff expectations. As the children make their way to the garden, they independently change into outdoor shoes and coats. They run and climb enthusiastically in the garden, laughing and calling out to their friends. While inside, children engage in more focused activities and are engaged for substantial periods of time.

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

The setting promotes an inclusive environment where children feel they belong and are supported to thrive. Children are warmly greeted by staff, hang their jackets on the coat pegs independently and find their names or photos. Children build friendships in the setting and enjoy time with their peers as they play cooperatively in the role-play area and sing to their dolls. They freely enjoy sharing books together. Through play and small-group activities, children develop the skills to interact positively with their peers and gain confidence as they build structures with blocks and investigate differences between 2- dimensional and 3-dimensional shapes.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following action by the assigned date:

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Action Completion Date

improve staff's understanding on procedures for supporting children's wellbeing and welfare, especially 27/03/2026

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Address:

81 Purley Downs Road South Croydon Surrey CR2 0RJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Beech Green Day Nursery Limited

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Address:

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

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About this inspection

The inspector spoke with leaders, practitioners, 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. 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. 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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