URN 135952 · Inspected 2026-06-03 · Published 2026-07-15 · Inspector: Rachael Williams
Partou Love Being Little Day Nursery & Pre-School Unique reference number (URN): 135952 Address: 97 Station Road, Filton, Bristol, Avon, BS34 7JT Type: Childcare on non-domestic premises Registered with Ofsted: 23/04/1997 Registers: EYR, CCR, VCR Registered person: Abbeywood Tots Day Nursery Ltd Inspection report: 3 June 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Expected standard 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. How we evaluate safeguarding When we inspect settings for safeguarding, they can have the following outcomes: 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. Achievement Expected standard All children achieve well from their starting points, particularly in the prime areas of learning. They are motivated to learn and persevere in their chosen play, such as learning to hit a ball with the bat, practising shared skills and playing cooperatively. Older babies show curiosity in their explorations, such as when they explore different latches, relishing the positive interactions from staff who guide their investigations. Older babies, including those with additional and emerging needs, develop their communication and language and social skills well, particularly in following instructions and taking turns. Older children confidently engage in conversations, for example, talking about their move to school and their recent visits to the park. At times, the organisation of the environments does not always encourage children to listen and focus on their learning, and their attention wanes. Behaviour, attitudes and establishing routines Expected standard Leaders have high expectations for all children's behaviour. They promote a positive attitude to learning and consistent attendance. They are flexible in their approaches and have effective procedures should children be absent. There are effective partnerships with parents to enable consistent strategies between the home and nursery. This helps children to learn behavioural expectations and understand the rules to keep them safe. Children receive clear explanations, for example when throwing foam letters on the floor. Children learn that this is not acceptable behaviour and help to tidy them up. There are calm, reflective areas in each room for children to take themselves to independently to have time out and reset, ready to rejoin their friends. Overall, there is consistency in helping children regulate their emotions and to follow routines. Staff skilfully consider children's individual needs and adapt practice when needed, such as modelling through appropriate role play. Those staff working with younger children are consistent in helping children to share and take turns. They model appropriate behaviours and provide clear explanations, for example when children throw sand. Children consistently receive praise to promote their positive behaviour. Staff often provide children with choices to help in their decision-making, for example which song to sing, which book to read or which colour shape. These positive and supportive relationships help children feel valued and to have a sense of belonging. Children's welfare and wellbeing Expected standard Children show they feel safe and content as they play in a safe and secure environment that meets their individual needs. Staff deploy themselves well to supervise children and successfully minimise accidents. They carefully assess resources, ensuring these are suitable for the age and stage of development of the child. Children form lovely relationships with caring staff. Staff are responsive and sensitive, giving reassurance and hugs when needed. Children learn effective hygiene practices. For example, toddlers know that they need to wash their hands before they brush their teeth and remind staff they need soap. Toddlers understand the importance of brushing their teeth and receive clear guidance. However, staff do not always encourage the less confident and new children to participate, or support them to build friendships quickly enough. Staff working with the youngest children ensure nappy changes are joyful, with lots of songs and commentary to enable children to feel safe. There are effective and respectful arrangements to manage children's additional medical needs. Staff are well trained to ensure they can act quickly if needed and have effective partnerships with parents to ensure information is regularly shared and reviewed, which parents greatly value. Staff have a high focus on ensuring that they follow safer eating guidance to promote children's welfare. They are vigilant and ensure that meals meet children's preferences and dietary requirements. Overall, staff typically encourage children's independence when eating. For example, older children serve themselves a nutritious meal, showing good coordination. However, this is not always consistent for toddlers. Curriculum and teaching Expected standard Leaders design a well-balanced curriculum, which considers children's interests and what they need to learn at each stage of their development. Staff know their children well and complete robust baseline assessments from their initial observations and information shared by parents during the settling-in process. There are some inconsistencies in the quality of interactions and implementation of the curriculum. In particular, staff do not always engage the quieter and less confident children to play alongside their friends or to avoid noise and interruptions during focused activities to support children's listening and attention. For example, when children who have shown little interest previously show interest in tooth brushing routines, staff do not use the resources available to entice children to join in. Staff weave mathematics into children's play and their daily routines. For example, staff successfully introduce mathematical language to older babies during their sand play. There is a strong focus on supporting children's communication and language skills, particularly for those children with special educational needs and/or disabilities. Staff skilfully commentate, narrate and build vocabulary with older children, who enjoy using longer, complicated words, such as the names of dinosaurs. Staff adapt their practice well, ensuring that daily routines do not minimise children's experiences. For example, after nappy changing time, staff resume the song time so that all children have the opportunity to choose favourite songs. Older babies enthusiastically participate in the actions and show delight. Inclusion Expected standard Overall, leaders have ensured that those with responsibility for children with special educational needs and/or disabilities are competent to fulfil their role. Staff know their children well and skilfully plan targeted support for those with identified needs, working closely with parents and other professionals. They are sensitive and flexible, giving children and parents time to settle into nursery life. They complete ongoing assessments, which are regularly reviewed to enable the curriculum to be adapted so that all children are fully included. Staff are adept at identifying emerging needs and changes in circumstances, promptly putting measures in place to support children's development and wellbeing. Staff provide effective support for those children previously known to children's social care to ensure their learning, development and welfare. A particular strength is the ongoing engagement with parents to ensure children continue to attend and that behaviours are managed consistently. Leaders promptly apply for additional funding, understanding eligibility and the processes, engaging with parents well. They use any additional funding robustly and for the benefit of the child, for example to provide one-to-one support and additional resources. This means children access the curriculum and their full entitlement. Leadership and governance Expected standard Leaders evaluate the provision to identify the priorities for improvement to bring about the best outcomes for children. They reflect on staff knowledge, implementation of the curriculum and the impact of changes to the environment. They are working to raise staff confidence and the quality of interactions, with the new changes to the environment and the reorganisation of age groupings in mind. Overall, staff are well equipped to fulfil their roles and responsibilities. There is effective support for unqualified staff to improve their knowledge and skills. Staff who are qualified and more experienced provide tailored support through modelling effective practice and being a positive mentor. Staff feel well supported by the management team and feel that their workloads are manageable. Staff typically receive effective induction, particularly in implementing the nursery's policies and procedures to keep children safe. There are ongoing supervision meetings where some training is identified to improve knowledge and skills. There are positive relationships with parents. Parents value the information provided in handovers and communication they have with their key person and the management team. Staff are very supportive in times of change and adapt their practice in the best interests of the family. Compulsory Childcare Register requirements This setting has met the requirements of the compulsory part of the Childcare Register. How we check if a provider meets the requirements of the Compulsory Childcare Register When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes: Met Not met Voluntary Childcare Register requirements This setting has met the requirements of the voluntary part of Childcare Register. How we check if a provider meets the requirements of the Voluntary Childcare Register When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes: Met Not met What it's like to be a child at this setting Children thoroughly enjoy their time at the nursery and make progress from their starting points. They happily greet familiar adults on arrival and engage quickly, playing with their friends. Older babies are confident to continue their explorations when new people visit their Inspector: rooms, showing they feel safe and emotionally secure. They enthusiastically explore the sand and follow instructions well, such as to fill, tip and tap the moulds. They hear new language, such as 'crab', and make connections with their visits to the beach with family. Older babies show curiosity as they explore the variety of tools available to them and the different marks they make. They relish the praise they receive and are keen to try again, persevering with the movements. Children of all ages enjoy their outdoor play. Most children gain age-appropriate self-help skills as they dress for the wet weather. Staff know the children well and promptly support children's interest in trains when toddlers hear a train approaching the station. Toddlers develop their large-muscle skills well. They negotiate space effectively as they create pathways together on the ride-on toys, manoeuvring around the obstacles. Children benefit from plenty of opportunities to develop their communication and language skills in readiness for their next stages in learning. For example, older children gain confidence to share their news in front of their friends, responding well to questions staff pose. They talk about their recent holidays and how they got there, comparing with their friends. Children are keen to share their names and confidently demonstrate how to write initial letters. All children listen keenly to familiar stories. Older babies choose favourite books and sit together, taking turns to feel the different textures; while toddlers, with emerging needs, learn new words as they share books related to their interests. Next steps Leaders should provide an environment with limited distractions and/or interruptions to help children develop their focus and attention even further in group times. Leaders should consider encouraging toddlers to further develop their independence and self-help skills. Leaders should support and guide staff in their interactions to encourage the less confident children and/or new starters into their play and learning. About this inspection The inspector spoke with managers, the special educational needs coordinator, the designated safeguarding lead, staff, parents and children during the inspection. We carried out this inspection under sections 49 and 50 of the Childcare Act 2016 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 statutory framework for children's learning, development and care, known as the early years foundation stage. Rachael Williams About this setting Unique reference number (URN): 135952 Address: 97 Station Road Filton Bristol Avon BS34 7JT Type: Childcare on non-domestic premises Registration date: 23/04/1997 Registered person: Abbeywood Tots Day Nursery Ltd Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00 Local authority: South Gloucestershire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 3 June 2026 Children numbers Age range of children at the time of inspection 0 to 5 Total number of places 40 Our grades explained Exceptional Practice is exceptional: of the highest standard nationally. Other settings can learn from it. Strong standard The setting reaches a strong standard. Leaders are working above the standard expected of them. 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. Needs attention The expected standards are not met but leaders are likely able to make the necessary improvements. Urgent improvement The setting needs to make urgent improvements to provide the expected standard of education and/or care. The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects 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. 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. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. 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