Partou Bambinos Day Nursery & Pre-School

Partou Bambinos Day Nursery & Pre-School

Unique reference number (URN): EY562586 Address: Old Brands Lodge, Kingshill Road, Terriers, High Wycombe, Buckinghamshire, HP13 5BB Type: Childcare on non-domestic premises Registered with Ofsted: 11/10/2018 Registers: EYR Registered person: Bambino Day Nursery (Wycombe) 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 typically develop a broad range of knowledge and skills across areas of the curriculum and make steady progress from their starting points. Gaps in learning for children who face barriers are reducing as they meet their targeted next steps. However, purposeful, two-way communication with some parents and other settings children attend is not fully effective to ensure children's continuity in learning. In addition, at times, some children's ongoing progress, particularly in communication and language development is not consistently extended or deepened. For example, older children are not always given enough time and space to carefully draw on what they already know to answer staff's questions in more detail. As a result, children provide one word responses by filling in gaps in a sentence already started by staff.

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Achievement Expected standard

There is a key focus on children's physical development, where they are supported to develop their large and small muscles. Children have daily opportunities to use their bodies with growing control and coordination. For example, babies play with water and hear and use appropriate language being modelled by staff. Younger children squeeze, stretch and roll play dough, showing the strengthening of their hand muscles and improvement in their grip. Older children balance well on beams, run from one area of the extensive garden to the other, showing increasing stamina and determination.

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Behaviour, attitudes and establishing routines Expected standard

In general, leaders and staff promote high expectations for children. Staff are positive role models and, overall, children behave well and follow instructions. They enjoy playing cooperatively and generally demonstrate kindness and consideration towards their friends. For example, older children readily apologise if they accidentally splash their friends during play.

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Behaviour, attitudes and establishing routines Expected standard

However, staff do not always consistently support children who require additional support to share, take turns and consider the impact of their actions on others. Sometimes, when disagreements arise, staff do not provide clear guidance or help children reflect on the feelings of others. As a result, some children do not fully develop the skills they need to resolve conflicts calmly and respectfully. In addition, staff do not consistently share appropriate strategies to support positive behaviour with parents and other settings children attend. This reduces opportunities for a more coordinated approach that helps children practise and reinforce positive behaviour across different environments.

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Behaviour, attitudes and establishing routines Expected standard

Established routines help children settle into the setting. Children who face barriers to learning become familiar with these routines, enabling them to understand what is happening and what will happen next. Children are eager and enthusiastic learners, who take pride in their achievements. They confidently recognise and share their successes with staff.

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Behaviour, attitudes and establishing routines Expected standard

There is a clear system in place for recording and monitoring children's attendance. Leaders make timely contact with families if their children are due to attend and are absent. They recognise that consistent attendance has a positive impact on the progress and development of children, including those who face barriers to their learning.

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Children's welfare and wellbeing Expected standard

On the whole, leaders and staff create a safe, welcoming environment where children form secure attachments and develop a real sense of belonging. Staff supervise children's play effectively and help to maintain their safety. They gather ongoing information from parents about children's changes in their home routines, such as their sleeping patterns and feeding arrangements. These are then mirrored at the setting to enhance children's sense of security and wellbeing.

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Children's welfare and wellbeing Expected standard

Children are guided well to develop independence in their self-care. Toddlers and preschool children confidently pour their own drinks at mealtimes and manage aspects of their personal hygiene well, such as remembering to wash their hands after using the toilet. Staff demonstrate sensitivity and respect towards children. For example, they seek children's permission before wiping noses for those who need the additional support.

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Children's welfare and wellbeing Expected standard

Staff plan purposeful activities linked to books that help children explore and understand emotions. For instance, while children play with different coloured rice, children are reminded about the colours featured in the story and discuss associated feelings, such as yellow representing happiness. This helps children to begin to recognise, name and talk about the emotions they experience.

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Children's welfare and wellbeing Expected standard

Typically, leaders support staff to promote children's understanding of how to stay healthy. For example, they model discussions about the benefits of eating foods, such as how cheese helps to strengthen teeth and bones.

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Curriculum and teaching Expected standard

Overall, leaders design a broad curriculum that supports children to develop the essential knowledge and skills they need for school and later learning. Staff plan a variety of indoor and outdoor activities that reflect children's interests and provide ample opportunities for them to be active in the fresh air. In the extensive garden, older children climb on very large tyres as staff, who are always supervising, encourage them to assess their own capabilities and manage risks safely. Toddlers are encouraged to join in with action songs, helping to develop their physical coordination and body control. Babies delight in splashing water as staff help them understand that a greater force creates bigger splashes.

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Curriculum and teaching Expected standard

Staff interactions are warm and positive, and teaching is generally adapted appropriately to meet the needs of children, including those who face barriers to their learning. However, not all staff consistently make the most of spontaneous learning opportunities, or use assessment information effectively enough, to build on children's existing knowledge and skills. For example, when older children observe insects in the garden, staff draw their attention to them but do not extend children's knowledge or thinking further. Similarly, staff sing some songs too quickly with toddlers, hindering children's ability to hear, process and apply new vocabulary. This reduces opportunities to fully promote children's language development. Staff naturally weave opportunities to develop children's early mathematical knowledge throughout the day. For instance, they encourage older children to practise counting during

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Curriculum and teaching Expected standard

activities and routines. Older babies hear and begin to use mathematical language as they move up the climbing frame and down the slide. This helps to build a foundation in early mathematical concepts.

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Inclusion Expected standard

Assessment and monitoring procedures are generally effective and carried out regularly to track and support progress for children who face barriers to their learning. Staff identify emerging gaps in children's development and take appropriate action to address these. Leaders responsible for children with special educational needs and/or disabilities (SEND) work with staff to establish focused next steps. They demonstrate a clear understanding of local procedures and referral pathways. Leaders know when and how to access guidance from external professionals. Staff typically work in partnership with parents and carers. However, a fully coordinated approach between leaders, staff, parents and other settings children attend is not fully established to ensure continuity of support for children with SEND.

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Inclusion Expected standard

Leaders support staff to implement a range of targeted interventions designed to narrow gaps in children's development. Appropriate adaptations are made to support children with SEND, enabling them to make progress from their starting points. These include tailored strategies to develop children's focus and attention and provide additional one-to-one support to help those with speech delay. Specialist sensory resources are also used to support children's emotional regulation and engagement.

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Inclusion Expected standard

Additional funding is used appropriately to help reduce barriers to learning. For example, leaders allocate resources to provide enhanced individual support for children who require it. They recognise the importance of offering consistent support to children known, or previously known to children's social care. Staff access relevant training to strengthen their knowledge of supporting children with SEND, helping to ensure that children receive appropriate support to meet their individual needs.

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Leadership and governance Expected standard

The setting is currently going through a period of change, awaiting the appointment of a new manager. In the interim, experienced senior leaders from the company, who have a detailed oversight of the provision, have taken on the responsibility. Staff morale remains positive and high. Senior leaders prioritise staff's wellbeing and ensure their workloads are manageable. Staff report that senior leaders are supportive, approachable and respectful.

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Leadership and governance Expected standard

Senior leaders have already secured some improvements and recognise positive progress in addressing the actions and recommendations from the last inspection. They are realistic about the work that remains and are in the early stages of developing an action plan to further strengthen the quality of education and care. Their priorities include ensuring that teaching is consistently of a high standard.

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Leadership and governance Expected standard

Senior leaders recognise the need to establish a more strategic approach to staff's professional development. While staff state that they have benefited from supervisions in the past, leaders are keen to ensure these are used more effectively to celebrate strengths in their practice, identify precise areas for development and promote a more reflective culture where constructive feedback and targeted training drive continuous improvement.

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Leadership and governance Expected standard

Partnerships with parents and carers are generally effective. For example, staff use an online application to share activities and learning experiences that parents can continue at home. However, leaders and staff do not consistently share targeted strategies with parents and other settings children attend to promote continuity in children's learning and development.

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

Children experience a warm, inviting and stimulating environment where they feel secure, valued and confident to grow and develop. They form positive relationships with staff, who respond thoughtfully to children's ideas and contributions. Children engage enthusiastically in their play, demonstrating increasing self-assurance, motivation and independence. The curriculum reflects children's evolving interests, encouraging further curiosity and positive attitudes to learning. Across all rooms, children access a broad range of activities that generally help them to develop new knowledge and skills over time. For example, outdoors, older children eagerly take part in a bug hunt, digging in mud as they search for insects. When they are unable to find any, staff encourage them to add water to soften the soil, helping them to continue investigating and remain engaged. Younger children use their imaginations as they fill containers with coloured rice, pretending they are hot cross buns,

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

before singing the accompanying song tunefully. Experiences such as these foster children's exploration, creativity and love for the natural world.

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

From the outset, all children, including those with special educational needs and/or disabilities, establish secure relationships with their key persons. They benefit from inclusive experiences and participate alongside their peers. For instance, staff sensitively support children who find it difficult to focus by encouraging them to move to quieter spaces where they can regulate their emotions and re-engage in learning. Babies smile and giggle as staff recite familiar rhymes and gently perform actions to 'round and round the garden' on their hands. Toddlers delight in playing musical instruments while staff sing songs and older children excitedly look for flowers that match picture cards in the extensive outdoor area.

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

Children's personal, social and emotional development, alongside their communication and language, are typically prioritised. Children with speech delay make steady progress through targeted small-group activities and dedicated one-to-one time. Typically these interactions help children hear and practice language in meaningful contexts. This approach is also

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Address:

Old Brands Lodge Kingshill Road Terriers High Wycombe Buckinghamshire HP13 5BB

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Address:

Type: Childcare on non-domestic premises effective for younger children. However, opportunities to extend older children's vocabulary are not always maximised. For instance, when children observe a red and black butterfly, staff do not use such opportunities to expand children's learning by discussing its features, life cycle or habitat. Attendance and punctuality are monitored carefully, helping to ensure that children benefit from learning experiences and opportunities available.

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Next steps

Leaders should support staff to consistently use ambitious vocabulary and effective strategies during interactions to extend children's thinking, support their language development and deepen their knowledge. Leaders should ensure staff consistently use strategies to help children who need support with their behaviour and share these with parents and carers, as well as other settings children attend to provide continuity.

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About this inspection

The inspector spoke with leaders, staff, parents and carers, and engaged with 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 provision that is registered on the Early Years Register. The registered person must ensure that the provision complies with the statutory framework for children's learning, development, and care, known as the early years foundation stage. Registration date: 11/10/2018

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About this inspection

Registered person: Bambino Day Nursery (Wycombe) Limited

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About this inspection

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

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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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