Partou Thornbury Day Nursery & Pre-School

Partou Thornbury Day Nursery & Pre-School

Unique reference number (URN): EY414936 Address: Gillingstool, Thornbury, Bristol, BS35 2EG Type: Childcare on non-domestic premises Registered with Ofsted: 10/08/2010 Registers: EYR, CCR, VCR Registered person: Little Acorns (South West) 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 achieve well across the areas of learning. They develop secure communication skills, using key vocabulary to express their needs and ideas. Babies begin to explore sounds and gestures, while toddlers and pre-school children build confidence in speaking, listening and taking part in conversations.

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Achievement Expected standard

Children practise early mathematics skills through counting, comparing sizes and exploring shapes during play. They enjoy stories and begin to develop some early literacy skills. Children show pride in their achievements, whether completing a puzzle or sharing their creations with staff.

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Achievement Expected standard

Children with special educational needs and/or disabilities make progress from their starting points because staff adapt activities and routines to meet their needs. They benefit from staff working closely with parents and external professionals to ensure strategies are consistent. Overall, children gain the essential knowledge and skills they need for future learning and for their move to school.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and respond positively to staff's guidance. They understand familiar routines, such as washing their hands, lining up for meals, and moving between indoor and outdoor activities. These routines help children feel secure and support them to regulate their emotions.

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Behaviour, attitudes and establishing routines Expected standard

Staff model respectful interactions and help children learn to share, take turns and resolve minor disagreements. Children show positive attitudes to learning and enjoy joining in with activities. When children become upset or need help managing emotions, staff use calm and nurturing approaches to support them.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have strengthened behaviour-related training, including emotion coaching, so staff can help children talk about their feelings. Staff encourage children to express themselves and recognise how others may feel.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is monitored closely, and leaders follow up promptly when contact cannot be made. This helps children maintain consistent routines, which supports their emotional security and engagement in learning.

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Behaviour, attitudes and establishing routines Expected standard

While behaviour is generally positive, leaders recognise that when staff are managing several tasks at once, it can be harder for them to notice and interact with all children as promptly as intended. This means some children may wait longer for reassurance or guidance during busy periods. Leaders have begun to address this through feedback and ongoing development so that staff can respond more consistently.

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Children's welfare and wellbeing Expected standard

Children are cared for in a nurturing environment, where staff prioritise their wellbeing throughout the day. Staff build warm and trusting relationships with children, helping them to feel safe, confident and ready to explore. Staff use gentle interactions, eye contact and simple language to help babies feel secure. Older children develop independence through familiar routines, such as serving snacks, pouring drinks, choosing resources and helping to tidy the room.

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Children's welfare and wellbeing Expected standard

Staff generally supervise children well and respond promptly when children need help or reassurance. Leaders maintain close oversight of practice through regular walk-arounds, in- the-moment feedback and ongoing training. This helps ensure that staff understand how to meet children's needs and create a calm and predictable environment. Children typically feel comfortable approaching staff, whether to share an idea, ask for help or seek comfort.

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Children's welfare and wellbeing Expected standard

Staff support children's physical and emotional wellbeing through a wide range of experiences. Outdoor play gives children opportunities to climb, run, explore nature and develop coordination. Indoors, children enjoy sensory activities, imaginative play and quiet spaces where they can rest or look at books.

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Children's welfare and wellbeing Expected standard

Staff encourage children to talk about their feelings and help them to recognise emotions in themselves and others. They promote healthy choices through stories, discussions and practical activities, including oral health routines and conversations about food.

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Children's welfare and wellbeing Expected standard

Mealtimes are calm and sociable. Staff sit with children, model positive interactions and encourage conversation. Children learn to use cutlery, pour drinks and practise positive table manners. Staff sensitively support children who need extra help, ensuring mealtimes remain relaxed and enjoyable.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that reflects the needs of children and the community. Staff generally understand what children should learn at each stage. They provide activities that support development across the 7 areas of learning. Teaching is typically calm, purposeful and responsive to children's interests.

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Curriculum and teaching Expected standard

Across rooms, staff model language clearly and encourage children to repeat new words, supporting communication and early literacy. In the baby room, staff use simple gestures and narrate actions, such as 'tap the box' or 'big' and 'small', to help babies connect words with meaning. Babies also explore sensory materials that promote their early curiosity.

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Curriculum and teaching Expected standard

Toddlers enjoy imaginative play, including washing dolls to learn about care routines. Staff introduce early mathematics through everyday language, such as 'one more towel' or noticing actions like 'squeezing' and 'pouring'. Children often link this play to familiar experiences at home. Older children practise independence and problem-solving through routines and structured activities. They collect their plates at mealtimes, pour drinks and work together to build train tracks or organise pretend picnics. This helps children to develop cooperation and early reasoning skills. The curriculum is inclusive. Staff adapt resources and approaches so children with special educational needs and/or disabilities can participate meaningfully, using simplified instructions, visual prompts or smaller groups when needed. While teaching is generally consistent, leaders recognise that staff deployment and routine organisation occasionally

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Curriculum and teaching Expected standard

affect how well quieter children are drawn into conversations. Overall, children experience a curriculum that helps them to build confidence, independence and curiosity.

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Inclusion Expected standard

Leaders typically identify children's needs early. They work closely with staff and families to ensure support is in place. Key persons monitor children's progress and discuss any emerging concerns with the special educational needs coordinators, who oversee arrangements. Staff generally understand how to adapt activities so that children with special educational needs and/or disabilities (SEND) can participate fully alongside their peers.

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Inclusion Expected standard

Children receiving additional support benefit from clear plans that outline strategies to reduce barriers to learning. Leaders work in partnership with external agencies to ensure children's needs are met. They share information effectively with parents and carers and, where relevant, with other settings and schools to support smooth transitions.

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Inclusion Expected standard

Staff use sensitive approaches, such as modelling language, offering reassurance and adjusting routines, to help children feel secure. Leaders have strengthened staff training so that more staff can recognise the early signs of children's needs. Parents typically feel listened to and involved in decision-making. Overall, leaders' inclusive practice ensures that children with SEND and those who may be disadvantaged receive support to make progress and feel a sense of belonging.

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Leadership and governance Expected standard

Leaders have taken steady action to strengthen the nursery and ensure that practice is consistent across rooms. They have refined staff deployment, enhanced supervision sessions and embedded safeguarding procedures so that requirements are met. Leaders monitor practice closely through regular observations, feedback and training. They respond promptly when they identify areas for development.

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Leadership and governance Expected standard

Leaders have thoughtfully shaped the organisation of the nursery to maintain safe ratios and ensure children's experiences remain positive. New staff are supported through a clear induction process and ongoing professional development, including one-to-one sessions, wellbeing check-ins and opportunities to build their expertise. Leaders recognise the importance of staff confidence. They provide structured pathways for training, including special educational needs coordinator development and behaviour-related training.

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Leadership and governance Expected standard

Leaders engage with local authority networks, safeguarding training and special educational needs and/or disabilities pathways to strengthen practice further. They work closely with external agencies and other settings to ensure children receive consistent support and smooth transitions. Parents and carers typically feel well informed through newsletters, daily communication, meetings and stay-and-play sessions. Leaders value families' contributions and work sensitively with parents who may need additional support.

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Leadership and governance Expected standard

Leadership is generally effective. Leaders acknowledge that staff deployment and the organisation of routines would benefit from continued refinement to ensure all children, including quieter personalities, are consistently drawn into interactions. They have already started to address this through feedback and ongoing staff development.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children generally enjoy their time at the nursery and settle quickly into familiar routines. They receive a warm welcome from staff, who know them well and help them to feel secure from the moment they arrive. Across rooms, children show confidence in exploring activities and demonstrate positive relationships with staff and their peers. They play cooperatively, share resources and learn to take turns, supported by staff who model calm and respectful interactions.

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

Children are motivated to join in with learning experiences that reflect their interests. They explore sensory materials, practise early mathematics and literacy skills and take part in imaginative play. Children show curiosity and enjoyment, and staff encourage them to talk about what they are doing, helping them build vocabulary and communication skills. Older children demonstrate growing independence, such as serving their own snacks or collecting their plates at mealtimes.

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

Children with special educational needs and/or disabilities are included well. Staff adapt activities so that all children can participate alongside their peers. Children show pride in their achievements, whether completing a puzzle, building a train track or sharing a story. Staff celebrate these moments, helping children develop self-esteem and confidence.

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

Children feel safe and cared for. They move smoothly between indoor and outdoor areas, supported by routines they understand. They show positive attitudes to learning and respond well to staff guidance. When children need help managing emotions, staff offer reassurance and help them express how they feel.

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

Parents and carers are welcomed and valued. Parents describe the nursery as friendly and supportive and say communication between home and nursery helps children feel a sense of belonging. Overall, children thrive in an environment where they are known as individuals and where their uniqueness is recognised and supported.

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Next steps

Leaders should refine how staff are positioned during busy routines so all children are consistently supervised and transitions run smoothly. Leaders should strengthen staff strategies for noticing and encouraging quieter children so every child is supported to join in, communicate and share their ideas.

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About this inspection

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

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Acorns (South West) Limited

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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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0 to 4

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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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

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

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