Partou Best Friends Day Nursery & Pre-School

Partou Best Friends Day Nursery & Pre-School
Unique reference number (URN): 2619729
Address: Unit 12 Parr Bridge Retail Park, Mosley Common Rd, Tyldesley, Manchester, M29 8RZ
Type: Childcare on non-domestic premises
Registered with Ofsted: 05/01/2021
Registers: EYR
Registered person: Just Childcare Limited
Inspection report: 16 March 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.

Needs attention
Achievement Needs attention
Children do not always receive support to develop skills across all areas of learning. Pre-
school children struggle when trying to recite numbers in the correct order and when trying
to count groups of objects. They can sometimes recognise familiar numerals, but they do
not develop a deep and secure understanding of mathematics. This does not help to
prepare children for their move to school.
Children, including those with special educational needs and/or disabilities, show physical
skills appropriate for their age. They climb steps one foot at a time, balance confidently and
ride bicycles. Older children have lovely communication skills. They are keen to talk about
the things they do at home, holding back-and-forth conversations about going to the cinema.
Some children hold a pencil correctly and make some purposeful marks. They have some
skills appropriate to their age and stage of development.
Behaviour, attitudes and establishing routines Needs attention
Not all children receive support to form warm and trusting relationships with staff from the
start, in particular those who are new and those who speak English as an additional
language. Although leaders have appropriate expectations for children's behaviour, they do
not ensure that all staff implement these. As such, there are some inconsistencies across
the team. Some staff are skilled at dealing with unwanted behaviour. They recognise that
some children need more support through validating their emotions and helping them to
express how they feel. However, other staff do not have the same level of understanding.
They rely heavily on rewards, such as multiple stickers, to encourage children to follow the
rules. This creates unclear messages for children. Overall, children typically behave well and
play cooperatively with one another.
Leaders have clear procedures in place for monitoring children's attendance. They tackle
poor attendance through meetings with parents and carers. They share the impact of
children attending regularly on their attainment. Leaders work closely with the local authority
to report unexplained absences. They seek welfare checks for children they are concerned
about.
Children's welfare and wellbeing Needs attention
The key-person system is not well embedded for all children. Some children are not
allocated a specific key person when they first start, which does not help them to settle. Key
persons do not always gather pertinent information, such as which languages children
speak at home, to help them understand their individual needs. This does not help these
children to feel secure. Children in the baby room have a different experience. They have an
allocated key person who knows them well. Babies form attachments quickly, and staff have
a sound understanding of their individual routines and care practices from the start.

Staff promote children's health well. They instil positive hygiene routines. Staff teach children
about the importance of washing their hands before meals and after wiping their noses.
They sit with children during mealtimes and talk to them about the impact of healthy food on
their bodies. This helps children to learn about some of the different ways to stay healthy.
Some staff are skilled at helping children to manage and understand their emotions. They
use phrases such as 'I can see you are angry' and 'What makes you feel angry?' when
responding to children who are overwhelmed. This helps children to learn and use words to
describe how they feel.
The nursery is safe and secure, including procedures for identifying visitors to the nursery.
However, the provider previously notified Ofsted of an incident involving a child being left
unsupervised within the nursery for a period of time. Leaders have taken appropriate action
to help prevent a reoccurrence. For example, they have made changes to the way staff are
deployed as children move between indoors and outdoors. This helps to ensure children are
well supervised as they move around the nursery.
Curriculum and teaching Needs attention
Leaders are ambitious about what they want children to learn. They understand how to plan
and design the curriculum. Leaders recognise the weaknesses in how the curriculum is
delivered. They have started to take steps to address this, for instance, by providing training.
However, these interventions are at an early stage and the impact is not yet seen. Staff do
not always demonstrate a secure understanding of how children learn across all areas of
learning. There are considerable inconsistencies in the quality of interactions and how the
curriculum is tailored to children's individual needs. Staff do not teach mathematical
knowledge and understanding explicitly. Children are not supported to develop some of the
key skills and knowledge needed for the next stage in their learning.
Staff promote children's communication and language development effectively. Some staff
use visual aids to help children with special educational needs and/or disabilities understand
the routine. They babble along with babies, using single words to help build their vocabulary.
Staff encourage older children to guess which object is in the box by giving clues, such as is
the wool 'black' or 'white'. When children guess correctly, staff support them to sing the
corresponding song. Staff provide some opportunities for children to explore books. They
have a book of the week, such as around helping children to learn about new siblings.
Inclusion Needs attention
Some children with barriers to their learning and those who speak English as an additional
language do not receive consistent support. Staff do not always know the home languages
of their key children or how to communicate with them in ways they understand. They do not
consistently know how to support children when they are distressed. This has a negative
impact on children's emotional wellbeing. Overall, leaders and staff identify children's
individual needs swiftly and accurately. They work together to observe children and create
individual plans to help them access the curriculum. Leaders and staff monitor plans and
adapt them to support children's changing needs and monitor impact.
Staff create and use objects and pictures of reference to help children follow the daily
routine. This works well, and children with special educational needs and/or disabilities

(SEND) are happy and regulated at the nursery. While there is a sound knowledge and
understanding from those leading on SEND practice, this is not yet consistently
implemented by those staff working more directly with children. This is due to leaders not
fully monitoring the work of all staff and ensuring they have a secure understanding of
children's needs and what this means for their practice.
The staff responsible for supporting children with SEND have received additional training to
help them implement targeted support for children. However, they have not yet started to
share this training with other staff to promote consistency. Staff recognise when children
need adaptations to be made to the environment to help them develop new skills. For
instance, they remove chairs to create more opportunities for children to stand and walk.
Generally, leaders work well with outside agencies and make timely referrals for additional
support that children need.
There are currently no children on roll who receive additional funding, such as early years
pupil premium. However, leaders have an understanding of how funding would be used to
support the learning of the children it is allocated to. They discuss how they would use the
funding to narrow gaps in learning, considering children's previous experiences and
developmental needs.
Leadership and governance Needs attention
There are still some gaps in staff practice and procedures that have led to breaches of
requirements. For example, the procedures for staff supervision are not robust. Not all staff
understand what they need to do to improve their skills or how to implement what they learn
from training. Consequently, there are considerable variations in the quality of practice.
Furthermore, the provider failed to notify Ofsted within the required timescales of a change
to the manager of the nursery. This is a breach of legal requirements. However, the impact
on children was minimal.
There have been significant changes to leadership and the staff team since the last
inspection. This has caused an unsettled period and made implementing changes more
difficult for the senior leadership team. However, leaders are committed to bringing about
consistency for the staff team and improving the quality of the nursery. Although their
improvement plans for the nursery are accurate and well considered, they are still in the
early stages. Leaders are mindful of staff wellbeing and work with them to manage their
workload.
Leaders have taken some steps to build relationships with parents and carers, but
partnership working is not yet effective. Not all parents know who their child's key person is,
what their children's next steps in learning are or how they can extend learning at home.
Furthermore, staff do not seek information from parents about children's involvement with
other agencies. This does not promote continuity in children's care and learning.

What it's like to be a child at this setting
Children do not always access a curriculum that is broad and balanced. Although leaders
design the curriculum appropriately, weaknesses in staff practice mean it is not implemented
effectively. This means there are gaps in children's knowledge and skills, particularly for
mathematics. Although most children are well settled, there are inconsistencies in the key-
person system. Not all children have a designated key person that is deployed with them
when they are settling in. This means some children struggle to form bonds quickly and find
it harder to settle into nursery. Weaknesses in partnership working with parents and carers
mean an effective two-way flow of information is not embedded. This does not promote
consistency for children between home and nursery. Although there are procedures in place
for supporting children with special educational needs and/or disabilities (SEND), those with
other barriers to learning and children who speak English as an additional language are not
as well considered.
Children attend regularly and are generally happy at nursery. They form lovely friendships
and enjoy working together on tasks. For example, children learn to use pencil sharpeners
and build structures from blocks. Staff are positive role models. They teach children about
the importance of manners and friendly behaviour. Children enjoy taking part in singing and
giggle as they hear the noises made by musical instruments. They engage well and have a
lovely attitude to learning. Staff support children with SEND to take part in group activities
with their peers. This helps all children to feel included.
Staff value children and offer praise and encouragement. For instance, when children learn
to put on their own coats, staff model how to work their zips. Children develop independence
skills, such as washing their own hands, self-serving at lunchtime and pouring their drinks.
Staff validate children's efforts, which boosts their confidence and self-esteem.
Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following actions by the assigned date:
Action Completion Date
ensure that staff understand and implement the
intended curriculum across all areas of learning
13/04/2026
implement a robust key-person system for all children to
support their individual needs and promote their next
steps in learning
13/04/2026

Inspectors:
Kayte Farrell
Kate Bate
Katie Sparrow
About this setting
Unique reference number (URN): 2619729
Address:
Unit 12 Parr Bridge Retail Park
Mosley Common Rd
Tyldesley
Manchester
M29 8RZ
Type: Childcare on non-domestic premises
Registration date: 05/01/2021
Action Completion Date
ensure the programme for professional development
helps staff to build their individual skills and knowledge
13/04/2026
implement secure partnership working with parents and
carers to provide continuity of care and learning for
children.
13/04/2026
About this inspection
The inspectors spoke with leaders, staff, parents, carers and children during the 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.
The inspection started on 16 March 2026. It was paused in line with Ofsted inspections and
visits: Deferring, pausing and gathering additional evidence policy. An inspector returned on
15 June 2026 to complete the inspection.

Registered person: Just Childcare Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 18:30
Local authority: Wigan
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 16 March 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
118
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.
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