Partou Hucclecote Day Nursery & Pre-School

Partou Hucclecote Day Nursery & Pre-School

Unique reference number (URN): EY424050 Address: 165 Hucclecote Road, GLOUCESTER, GL3 3TX Type: Childcare on non-domestic premises Registered with Ofsted: 23/03/2011 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 generally build confidence as they take part in activities that help them practise new skills and explore ideas. Babies develop early vocabulary as staff model simple words and respond to their sounds and gestures. They enjoy exploring textures, movement and simple physical challenges that help them feel secure and curious.

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Achievement Expected standard

Toddlers and older children show growing independence as they choose materials, test ideas and adapt what they are doing. They concentrate during small group activities, listen to instructions and use early thinking skills to work things out. Children with special educational needs and/or disabilities are supported to take part alongside their peers, using visual prompts and clear language to help them understand routines and expectations.

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Achievement Expected standard

Children typically show pride in what they achieve, whether completing a puzzle, recalling new vocabulary or mastering a physical skill outdoors. Overall, children experience learning that helps them grow, participate and prepare for their next stage.

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Behaviour, attitudes and establishing routines Expected standard

Children typically show positive attitudes to learning and play. They move calmly around the environment, choosing activities that interest them and engaging for sustained periods. Staff model respectful interactions, and children respond by showing kindness, offering help to peers and using simple phrases to negotiate during play.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate familiarity with daily routines, such as tidying away resources, washing hands and preparing for outdoor play. They listen to staff prompts and usually transition smoothly between activities. Newer children settling in receive reassurance and comfort, helping them feel secure and ready to explore.

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Behaviour, attitudes and establishing routines Expected standard

Most children attend regularly, which helps them build confidence in the routines of the day and maintain relationships with staff and peers. When children are absent, staff follow agreed processes to check on their wellbeing and maintain communication with families.

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Behaviour, attitudes and establishing routines Expected standard

Children enjoy opportunities to take responsibility, such as helping set up snack or choosing resources for group time. These experiences support their confidence and sense of belonging. Leaders recognise that mealtime organisation occasionally results in extended waiting, which can reduce children's engagement.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children behave well, show curiosity and demonstrate growing independence as they navigate their day.

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Children's welfare and wellbeing Expected standard

Children's welfare is generally supported well throughout the day. Staff respond promptly to children's physical needs, carrying out care routines sensitively and in line with agreed practice. Babies benefit from close contact, gentle reassurance and predictable routines that help them feel secure and ready to explore. Older children show increasing independence in personal care, supported by staff who encourage them to try tasks for themselves while remaining nearby for guidance.

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Children's welfare and wellbeing Expected standard

Healthy eating is promoted, and children enjoy balanced meals and snacks. Staff talk to children about food choices and encourage them to try new tastes. Outdoor play forms a regular part of the day, giving children opportunities to climb, run and explore natural materials, supporting their coordination and physical confidence.

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Children's welfare and wellbeing Expected standard

Staff monitor children's wellbeing closely, responding to signs of tiredness, frustration or excitement. They use calm reassurance, simple language and familiar routines to help children regulate their emotions. Agreed approaches are followed to support children with special educational needs and/or disabilities, and staff liaise with external professionals when needed.

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Children's welfare and wellbeing Expected standard

Leaders oversee children's welfare by ensuring staff follow established procedures, maintain safe environments and understand children's individual needs. Overall, children experience care that promotes their comfort, safety and emotional security.

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Curriculum and teaching Expected standard

Children experience a broad curriculum that supports the seven areas of learning and development. Staff interact positively with children, encouraging early conversation, turn- taking and listening skills. Babies explore sensory materials and climbing equipment, for example, they investigate textured balls and reach for low-level steps, with staff close by offering reassurance. Toddlers and older children take part in activities that promote independence and problem-solving.

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Curriculum and teaching Expected standard

Mathematical ideas are woven into everyday play, such as counting, comparing quantities and exploring capacity outdoors. For instance, children fill and empty containers at the water tray, commenting on which holds 'more' and which was 'too full'. Children enjoy group games that help them follow instructions and develop early social skills. They play listening games outdoors, responding to simple cues and waiting for their turn.

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Curriculum and teaching Expected standard

Staff understand the importance of preparing children for their next stage and support early skills such as expressing needs, following routines and practising independence. Children's learning is shared with parents through observations, learning stories and daily handovers.

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Curriculum and teaching Expected standard

Staff generally understand the intent of planned activities and how these support children's development. Leaders are ensuring staff have the knowledge they need to deliver the curriculum consistently across rooms. Overall, children experience a curriculum that supports their development and enjoyment.

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Inclusion Expected standard

Children with special educational needs and/or disabilities are usually included well in daily routines and activities. Staff demonstrate an overall understanding of children's individual needs and work with the special educational needs coordinators to implement strategies that help children participate and make progress. Visual prompts, simple language and consistent reassurance support children who need additional help. Children who are facing barriers to their learning and/or wellbeing are cared for sensitively, with agreed plans followed to promote their health and wellbeing.

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Inclusion Expected standard

Children who speak English as an additional language receive support that helps them take part in activities and communicate with staff. Familiar routines, gestures and modelling help them understand what is happening and join in with others.

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Inclusion Expected standard

Children typically experience an environment where differences are acknowledged and respected. Staff encourage quieter children to join group games and discussions, helping them develop confidence and social awareness. Children respond positively to this encouragement and show willingness to engage with others.

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Inclusion Expected standard

Leaders recognise that recent changes in staff deployment have resulted in some variation in staff knowledge of children's individual needs. They are taking steps to stabilise core teams and ensure staff understand children's backgrounds, interests and support plans.

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Inclusion Expected standard

Parents generally feel included in discussions, and leaders are working to improve consistency in communication.

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Leadership and governance Expected standard

Leaders generally understand their responsibilities and take steps to ensure practice across the setting supports children's experiences. They review daily organisation, monitor routines and check that staff follow procedures that promote children's comfort and security. Leaders use observations, discussions and supervision to understand the quality of practice and identify where further development is needed. They provide guidance and training to support staff in understanding children's needs and the intent behind planned activities.

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Leadership and governance Expected standard

Leaders consider staff wellbeing and workload when organising routines and responsibilities. They use supervision and informal check-ins to provide support where needed, helping staff carry out their roles effectively.

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Leadership and governance Expected standard

Partnerships with parents are typically positive, although leaders acknowledge that communication is not always consistent, particularly during transitions and end-of-day handovers. They are strengthening approaches to information-sharing so families receive clear and timely updates. Leaders liaise with external professionals when needed to support children's development and ensure continuity of care.

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

Children arrive to a welcoming and calm environment where they settle and show familiarity with the routines of the day. Babies receive attentive, responsive care and look to familiar adults for reassurance as they explore sensory materials and simple physical challenges. Toddlers and older children move around their rooms and outdoor areas with confidence, choosing activities that match their developing interests and emerging skills.

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

Across the day, children take part in a mix of child-led play and established routines. They usually respond well to transitions and follow staff guidance as they move from one part of the day to another. Outdoors, children climb, balance, run and explore natural materials, which supports their coordination and early problem-solving. Indoors, they engage in imaginative play, early mark-making, construction and role-play, often sharing ideas with friends.

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

Children show positive relationships with staff and approach them for help or interaction when needed. They play alongside and with their peers, showing cooperation and kindness during shared activities. Babies and toddlers benefit from close contact with staff, while older children show increasing independence in personal care and daily routines.

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

Children with special educational needs and/or disabilities take part in activities alongside their peers and receive encouragement to communicate, explore and develop early independence.

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

Overall, children spend their day in an environment that supports their wellbeing, comfort and enjoyment. They appear settled, engaged and ready to participate in the experiences offered.

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Next steps

Leaders should review routines to reduce unnecessary waiting and ensure transitions are smooth, helping children remain comfortable and engaged. Leaders should organise staff so children experience consistent adults who know their routines and needs well, supporting continuity and confidence. Leaders should further develop the clarity and consistency of information shared with parents so they always understand how their child has been and what has happened during the day.

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About this inspection

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

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 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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1 to 5

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

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

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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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