URN EY477266 · Inspected 2026-07-15 · Published 2026-09-07 · Inspector: Dominique Allotey
Partou Leaps & Bounds Day Nursery & Pre-School Unique reference number (URN): EY477266 Address: 73-75 Birchwood Road, Brislington, Bristol, BS4 4QN Type: Childcare on non-domestic premises Registered with Ofsted: 13/06/2014 Registers: EYR, CCR Registered person: Little Acorns (South West) Limited Inspection report: 15 July 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Strong 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. Children's welfare and wellbeing Strong standard Leaders and staff are highly skilled in providing effective personalised care that meets children's unique needs. Staff have a comprehensive knowledge of the children in their care. They support children in a way that enables them to achieve and thrive. Children form secure attachments. Staff have trusting relationships with children and their parents and carers. They promote children's emotional wellbeing excellently. Staff use their robust knowledge of children to support them effectively in whichever way they need. For instance, some children need more tailored support with transitions and settling in. Staff mirror routines from home to enable children to develop a sense of security and receive a continuity of care. Other children receive excellent support and care for their complex medical needs. Care routines are extremely respectful. Staff help children to learn about the importance of privacy from a young age and helping children to feel safe and secure. For example, staff ask children for their consent before they change their nappies or wipe their noses. They allow children to communicate their personal preferences. Staff are extremely nurturing and tuned in to children. They ensure children can rest and sleep in cosy, safe environments when they need to. Staff use spaces in the nursery creatively to ensure children always have space to regulate their emotions and find a sense of calm if they feel overwhelmed. As children transition through the nursery, they receive encouragement to develop independence, for instance, in their self-care. Children dress themselves and manage their own toileting needs. They recognise when they are thirsty and are able to access a drink. Children spend a lot of time outdoors learning in nature, engaging in active play and breathing in fresh air. This supports their physical and mental health excellently. Expected standard Inclusion Strong standard A strength of this nursery is the support it gives to children who are disadvantaged and face barriers to their learning. Leaders and staff, particularly children's key persons, rapidly identify and ensure children receive targeted support. Leaders and staff are extremely proactive in their efforts to ensure they do all they can to help remove barriers and make adjustments that are tailored to the needs of individual children. Adjustments are often subtle, and many strategies used in the nursery are inclusive and enhance the learning of the whole cohort of children. For example, staff use sign language to support children's communication and language development. Leaders and staff place high emphasis on ensuring that all children excel during their time at the nursery, specifically any children who face disadvantage. Staff ensure that children's individual learning needs, including those related to special educational needs and/or disabilities and those who face significant health needs, are understood and met through personalised interventions. For instance, staff go above and beyond to work closely with parents and carers to provide home learning at times when children are unable to attend due to health reasons. Staff recognise the impact this has on the children's development. These measures help to ensure children continue to progress in line with their peers. Subsequently, this enables parents to maintain close links to the nursery. Leaders use funding responsibly to ensure any additional funding allocated to children benefits their development. For example, they obtain equipment and resources to help children with specific needs and gaps in their development. Leaders and staff work collaboratively with outside agencies and other professionals involved in children's lives. Transitions to school are excellent for any children with additional needs. This enables them to have a smooth transition and receive a continuity of care as they progress to the next stage of their learning journey. Achievement Expected standard All children, including those who face disadvantage and barriers to their learning, typically achieve well during their time at the nursery across all areas of their development. Children develop a wide range of fundamental skills that help prepare them well for future success. For example, they have positive attitudes to learning, socialise well with adults and peers and become confident communicators. Children are creative in their play and keen to take part in activities with staff. For example, older children use a range of materials to design and construct structures, such as bridges. Younger children explore using their senses in inspiring tuff tray activities. Children participate in a broad range of high-quality interactions with staff. This contributes to them being confident and successful learners. Children are confident to explore and lead their own play. They take pride in their achievements and display perseverance and confidence in their own abilities. Children develop a range of skills that contribute to them being ready for school and continually build on what they already know and can do. Behaviour, attitudes and establishing routines Expected standard Leaders and staff have high expectations of children's behaviour. Staff are consistent in setting out rules and expectations that are appropriate and fair for the different ages and stages of the children. There is a sense of calm, and the nursery is a positive, caring and supportive environment. Key-person relationships are effective. Children build bonds with their key person easily from the outset. They engage in a wide range of experiences and activities that staff have carefully planned for them. There is careful consideration made by staff about the learning environments and the best use of spaces and resources. Because of this, children are interested and motivated to learn. Staff and leaders promote regular attendance. They help parents and carers to understand the positive impact this has on their child's progress. Typically, staff help children to understand and manage their feelings and emotions. They offer a balance of adult-led structured learning, free play and child-led experiences, which works well. This gives children familiarity while also offering them freedom to explore and to make their own choices in what they would like to do. However, there are some inconsistencies in the quality of staff practice and interactions during the organisation of key changeovers in routines and transitions throughout the day, particularly for pre-school children. This means, at times, too much learning time is lost as children wait and prepare for the next routine, such as going into the garden or returning to play after lunch. During these times, children wander and do not engage enough in purposeful play. There are fewer high-quality interactions with staff in these moments. Leaders and staff work well together to create an inclusive, welcoming and respectful nursery for everyone. Curriculum and teaching Expected standard Leaders and staff design and implement a high-quality curriculum. They ensure it is in line with children's interests and what they need to learn next and is sequential, so it builds on children's skills over time. Leaders and staff have a secure understanding of child development. They know how to promote learning in a way that helps all children to engage and make positive progress in all areas of their development. Staff interactions are typically effective. Teaching is of suitable quality, purposeful and well embedded throughout all of the rooms. On occasion, quieter children are overlooked by staff. For example, staff do not always support them to fully participate in group activities. Therefore, some children do not consistently benefit from the high-quality interactions that their more-confident peers receive. Staff monitor children's progress continually. They swiftly identify and address any gaps in children's learning swiftly. Leaders support staff to make appropriate adaptations for children who face barriers to enable them to access an ambitious and broad curriculum. Staff support children's communication and language skills well. For example, they plan interactive sing and sign activities, give a commentary to children's play and use open- ended questions. Staff encourage children's interest in books. Children have access to a wide range of books, regularly request to be read to and engage deeply in storytelling activities. Children participate in physical skills activities, such as yoga and music and movement sessions, that help develop their motor skills. Staff teach mathematics consistently well and intertwine it into activities as opportunities arise. Children develop a sense of number, counting and mathematical language as a result. Leadership and governance Expected standard There is a new and establishing leadership team in place at the nursery. It has maintained high staff morale and been proactive in making some well-considered changes. Leaders self-evaluate effectively and continually identify areas of the provision that could be enhanced. They are committed to delivering high standards. Leaders want to continually enhance outcomes for children, particularly those who are disadvantaged and face barriers to their learning. The provider notified Ofsted about a previous significant event that led to breaches in requirements relating to risk assessment and staff-to-child ratios. The provider has since reflected upon this and taken appropriate steps to address previous weaknesses. All leaders and staff are now clear and consistent in implementing the policies and procedures in place for emergency evacuation and supervising children effectively. Leaders self-evaluate effectively. They monitor staff practice and maintain oversight of what works well and what needs to be improved. Staff members speak highly of the support and supervision sessions they receive from leaders. They feel valued and are positive about the professional development opportunities they receive. These are targeted to children's needs and areas of teaching practice that need to be enhanced. Leaders have developed effective partnerships with parents and carers. Parents comment that staff go above and beyond for their families, particularly at times when they are experiencing hardship and disadvantage. Leaders are proactive in networking with others. This supports the sharing of ideas and expertise, which strengthens staff performance across the nursery. 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 What it's like to be a child at this setting Children are happy and well cared for at this safe and inclusive nursery. Staff create a welcoming atmosphere. Children feel safe and have a positive sense of belonging. Staff form nurturing relationships with children, and their interactions are always kind and respectful. Children settle well. They arrive eager to get involved in the range of fun and interesting activities and experiences that staff plan for them. When children first start, staff make the most of this time to get to know children and their families to build secure relationships with them. Children benefit from a broad and fun curriculum. Babies delight in musical play and singing sessions. Toddlers enjoy creating, such as building models with recyclable materials. Pre- school children play collaboratively and respectfully as they engage in group games, such as noughts and crosses and lotto games. Children develop a range of skills that are built up over time. This enables them to be well prepared for their eventual move on to school. Children develop well in their personal, social and emotional development and communication and language skills. There are plenty of opportunities for children to develop their physical skills. Children behave well and get on well with others. They have positive manners and socialise well with others. Children regularly engage in conversation with staff and their peers, such as during small-group play and at mealtimes. This helps staff get to know children deeply, including about their lives outside of the nursery. Parents and carers feel well informed about their children's day and how they are progressing. They are complimentary about the care and education their children receive. Parents have full confidence in the leaders and staff to maintain high quality at all times. They comment that there is an open sharing of information and excellent support from staff to help them continue their children's learning at home. For example, staff identify and use consistent strategies to help children with their behaviour and learn new skills, such as using the toilet. Children with special educational needs and/or disabilities or who face any disadvantage or barriers benefit from targeted adaptations. Staff make adjustments to help ensure all children progress well. Next steps Leaders should strengthen the consistency of routines and transitions so that children remain engaged and valuable learning time is used effectively. Inspector: Dominique Allotey About this setting Unique reference number (URN): EY477266 Address: 73-75 Birchwood Road Brislington Bristol BS4 4QN Type: Childcare on non-domestic premises Registration date: 13/06/2014 Registered person: Little Acorns (South West) Limited Register(s): EYR, CCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Bristol City of Facts and figures used on inspection This data was available to the inspector at the time of the inspection. Leaders should support staff to improve quieter children's engagement during group learning activities. About this inspection The inspector spoke with leaders, staff, children, parents and carers and the special educational needs coordinator 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. This data is from 15 July 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 70 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. 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