URN 2502724 · Inspected 2026-05-12 · Published 2026-09-18 · Inspector: Kelly Little Kayte Farrell
Partou Stonehouse Day Nursery & Pre-School Unique reference number (URN): 2502724 Address: 90 School Lane, Leyland, Lancashire, PR25 2TU Type: Childcare on non-domestic premises Registered with Ofsted: 05/02/2019 Registers: EYR, CCR Registered person: Just Childcare Limited Inspection report: 12 May 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. Expected standard Achievement Expected standard Children demonstrate lots of skills across the 7 areas of learning. Babies babble and use single words, some using phrases such as 'peekaboo' for the first time. Toddler-age children confidently manipulate dough, creating and moulding structures. Pre-school children hold back-and-forth conversations about what they have learned in the morning session. For example, they discuss making 'potions' with various magical powers, such as flying and being invisible. Children have curious and vivid imaginations. Children of all ages have good physical skills. They ride bicycles and scooters with confidence, balance on obstacle courses and climb with ease. They accurately fill and empty containers using tools, such as funnels and jugs, demonstrating effective fine motor skills. Children are independent. They tend to their own personal care, such as nose-wiping and handwashing. They serve their own food, pour their drinks and feed themselves. Children are developing a range of skills needed for the next stage of learning. Behaviour, attitudes and establishing routines Expected standard Leaders have high expectations for children's behaviour. Children are confident and typically behave positively across the nursery. Older children talk about their interests and experiences during play and daily routines. Babies and younger children seek comfort from familiar staff and settle into play appropriately. Relationships between staff and children are warm and respectful. Children generally respond positively to staff instructions, such as using 'walking feet'. Leaders have established routines and expectations across the nursery, which staff understand and implement. They teach children about the importance of sharing and turn-taking with their friends. Children of all ages have a positive attitude to learning. Some toddler-age children demonstrate concentration skills beyond what is expected for their age when engaging in sensory activities. Staff encourage children to problem-solve for themselves before intervening. For example, when using the water spray bottle, children work out that twisting the top opens and closes the valve. This helps children to develop good thinking skills and an eagerness to try and work things out themselves. The key-person system is generally well embedded and staff get to know children well. They have a buddy system in place to cover staff absence to ensure children always have a key person allocated to them. This helps to promote children's emotional wellbeing. Staff record absences carefully and consider patterns of non-attendance to help support continuity for children and families. Leaders work with the local authority if they have concerns about attendance to ensure they are alert to what is happening in children's home lives. Children's welfare and wellbeing Expected standard Overall, leaders and staff support children's welfare and emotional wellbeing appropriately. They have policies and practices that support children's health, such as providing healthy foods and daily outdoor play. Leaders are alert to issues that are prevalent in the local community, such as oral tooth decay, and provide information to help educate parents about the importance of reducing sugar consumption. Children form positive relationships with familiar staff and are settled within the nursery. Babies seek comfort from adults when needed and are responded to appropriately. Children with special educational needs and/or disabilities receive support to access daily experiences alongside their friends and feel included within the nursery. Leaders provide cover staff with basic information about children's care needs and routines to help support continuity in children's care. Mealtimes are a social event and provide opportunities for staff to talk to children about healthy foods and the impact these have on the body. Staff are alert to the risks associated with choking and give gentle reminders to children about staying seated until they have eaten their food. This helps to teach children about some of the different ways to keep themselves healthy and safe. Curriculum and teaching Expected standard Generally, the curriculum is implemented well to help children build knowledge and skills progressively over time. Leaders identify communication and language as a priority across the nursery. Staff talk to children a lot, narrating what they are doing and introducing new words. Children who speak English as an additional language are supported to develop their single word use and understanding with repetition and the introduction of Makaton signs. Babies hear language during play, such as staff naming animals and the corresponding sounds. Pre-school children are encouraged to recall and discuss what they have previously enjoyed doing at nursery. This helps children to practise the language they are learning and build their confidence when speaking. Staff know children's current stages of development and what they want them to learn next. However, at times, they do not always recognise when they need to promote these more precisely during purposeful learning. For example, some children spend too long wandering and not engaged in experiences that promote their learning further. This hinders their concentration and overall attitude to learning. Staff model mathematical language during sand and water play, introducing words, such as 'full', 'empty' and 'measure'. They support babies to count and older children to recognise numerals and count one object at a time. Leaders and staff place a focus on children's personal, social and emotional development and physical development. Babies practise balancing and walking as they develop physical skills. Older children explore textures and creative materials during activities such as cutting and sticking. Staff plan experiences around children's interests, including sensory play and familiar stories, such as 'The Gingerbread Man'. Children generally enjoy these experiences and engage positively alongside their friends. Inclusion Expected standard Typically, leaders create an inclusive environment where children and families are welcomed and supported. Staff identify children's needs through assessment, ongoing observation and partnership working with parents and other professionals. Leaders put targeted plans in place for children with special educational needs and/or disabilities. For example, additional funding is used to provide extra support and adapt routines, such as snack time, to help children access experiences and remain engaged within the nursery. Staff also work with external professionals where needed to help reduce barriers to learning. Children who may need additional support are identified appropriately and included in activities across the nursery. Children who speak English as an additional language are supported through inclusive approaches. For example, staff use translation methods to communicate with parents and gather information about children's care and learning needs. This helps staff understand children's backgrounds and individual needs more effectively and supports continuity between home and the nursery. Leaders provide resources, such as a lending library, to support learning beyond the nursery and work with parents to promote continuity of care. Staff make adaptations for children who have barriers to their learning, for instance those who struggle with emotional regulation. They adapt the environment to create calming spaces and target the curriculum to help children focus on their emotional literacy. This helps to reduce the barriers to children making friends, in preparation for school. Leadership and governance Expected standard Leaders understand the strengths and challenges within the setting, including the impact staff absence and changes have on children's experiences and consistency of practice. Leaders work closely with the company's internal quality team and wider leaders to make decisions that are in children's best interests. They generally have a clear idea of the strengths and weaknesses of the nursery. Leaders identify areas they are working on now, such as implementing the curriculum more consistently and promoting children's communication and language development further. Additionally, they identify further areas they want to work on next, such as enhancing outdoor play further. It is clear to see the progress that has been made in these areas so far and the positive impact on children. The provider met their legal responsibilities when notifying Ofsted of a significant event. Leaders have taken steps, such as reviewing risk assessments, staff deployment and how children are moved around the nursery to ensure that they remain in sight and/or hearing at all times and prevent a recurrence. Leaders work with external professionals to support children and families where additional help is needed. Staff gather information from families to help ensure children's care needs are understood appropriately and support continuity between home and the nursery. Leaders provide a dedicated space for parents to link together, share their experiences and access information. This helps parents to feel valued as partners in children's care and learning. All staff complete required training and receive supervision, coaching and mentoring. Leaders use peer observations and support within rooms to help strengthen practice. Staff report that leaders are approachable and supportive, particularly during staffing changes. Leaders are mindful of staff wellbeing and provide ongoing check-ins to ensure staff feel valued and supported. 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 settled at the nursery. New babies have formed bonds with staff quickly and are already becoming confident to explore the room independently. Children access a broad and balanced curriculum, which helps them to make good progress in their learning. They develop key skills, such as communicating their needs, sharing and turn- taking in preparation for school. Children with barriers to their learning, such as speaking English as an additional language, are supported to develop their English-speaking skills from the start. Intensive interactions, narration and repetitive play help children hear a range of key words. As such, children then begin to copy familiar words and phrases quickly. This helps to lay the foundations for future learning. Children have positive attitudes to learning and enjoy their time at nursery. Babies practise balancing and early walking as they explore safely with support from staff. This supports children's physical development and growing confidence. Older children enjoy playing outdoors as they ride bicycles, explore planting areas and pull one another in carts. They demonstrate confidence as they move around the environment and develop coordination and control, playing collaboratively with their friends. Children demonstrate that they feel settled and secure. They have formed secure bonds with the kind and nurturing staff team. Staff respond sensitively, helping babies to feel emotionally secure and confident in their surroundings. Older children talk eagerly about their interests and experiences during play and daily routines. Staff listen attentively to children, which helps them to feel included and valued. Attendance is well promoted, which encourages children to develop positive relationships and feel emotionally secure within the nursery. Inspectors: Kelly Little Kayte Farrell About this setting Unique reference number (URN): 2502724 Address: 90 School Lane Leyland Lancashire PR25 2TU Type: Childcare on non-domestic premises Registration date: 05/02/2019 Registered person: Just Childcare Limited Register(s): EYR, CCR Next steps Leaders should support staff to recognise when some children need more support to engage in purposeful play and make progress towards their next steps in learning. About this inspection The inspector spoke with the nursery manager, deputy manager, area manager, quality lead, head of early years, designated safeguarding lead, staff, parents 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 12 May 2026. Inspectors returned on 3 August 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering evidence policy. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Lancashire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 12 May 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 115 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. 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