Partou Thornbury Day Nursery & Pre-School

Partou Thornbury Day Nursery & Pre-School
Unique reference number (URN): EY414936
Address: Gillingstool, Thornbury, Bristol, BS35 2EG
Type: Childcare on non-domestic premises
Registered with Ofsted: 10/08/2010
Registers: EYR, CCR, VCR
Registered person: Little Acorns (South West) Limited
Inspection report: 14 August 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 typically achieve well across the areas of learning. They develop secure
communication skills, using key vocabulary to express their needs and ideas. Babies begin
to explore sounds and gestures, while toddlers and pre-school children build confidence in
speaking, listening and taking part in conversations.
Children practise early mathematics skills through counting, comparing sizes and exploring
shapes during play. They enjoy stories and begin to develop some early literacy skills.
Children show pride in their achievements, whether completing a puzzle or sharing their
creations with staff.
Children with special educational needs and/or disabilities make progress from their starting
points because staff adapt activities and routines to meet their needs. They benefit from staff
working closely with parents and external professionals to ensure strategies are consistent.
Overall, children gain the essential knowledge and skills they need for future learning and
for their move to school.
Behaviour, attitudes and establishing routines Expected standard
Children generally behave well and respond positively to staff's guidance. They understand
familiar routines, such as washing their hands, lining up for meals, and moving between
indoor and outdoor activities. These routines help children feel secure and support them to
regulate their emotions.
Staff model respectful interactions and help children learn to share, take turns and resolve
minor disagreements. Children show positive attitudes to learning and enjoy joining in with
activities. When children become upset or need help managing emotions, staff use calm and
nurturing approaches to support them.
Leaders have strengthened behaviour-related training, including emotion coaching, so staff
can help children talk about their feelings. Staff encourage children to express themselves
and recognise how others may feel.
Attendance is monitored closely, and leaders follow up promptly when contact cannot be
made. This helps children maintain consistent routines, which supports their emotional
security and engagement in learning.
While behaviour is generally positive, leaders recognise that when staff are managing
several tasks at once, it can be harder for them to notice and interact with all children as
promptly as intended. This means some children may wait longer for reassurance or
guidance during busy periods. Leaders have begun to address this through feedback and
ongoing development so that staff can respond more consistently.

Children's welfare and wellbeing Expected standard
Children are cared for in a nurturing environment, where staff prioritise their wellbeing
throughout the day. Staff build warm and trusting relationships with children, helping them to
feel safe, confident and ready to explore. Staff use gentle interactions, eye contact and
simple language to help babies feel secure. Older children develop independence through
familiar routines, such as serving snacks, pouring drinks, choosing resources and helping to
tidy the room.
Staff generally supervise children well and respond promptly when children need help or
reassurance. Leaders maintain close oversight of practice through regular walk-arounds, in-
the-moment feedback and ongoing training. This helps ensure that staff understand how to
meet children's needs and create a calm and predictable environment. Children typically feel
comfortable approaching staff, whether to share an idea, ask for help or seek comfort.
Staff support children's physical and emotional wellbeing through a wide range of
experiences. Outdoor play gives children opportunities to climb, run, explore nature and
develop coordination. Indoors, children enjoy sensory activities, imaginative play and quiet
spaces where they can rest or look at books.
Staff encourage children to talk about their feelings and help them to recognise emotions in
themselves and others. They promote healthy choices through stories, discussions and
practical activities, including oral health routines and conversations about food.
Mealtimes are calm and sociable. Staff sit with children, model positive interactions and
encourage conversation. Children learn to use cutlery, pour drinks and practise positive
table manners. Staff sensitively support children who need extra help, ensuring mealtimes
remain relaxed and enjoyable.
Curriculum and teaching Expected standard
Leaders have designed a curriculum that reflects the needs of children and the community.
Staff generally understand what children should learn at each stage. They provide activities
that support development across the 7 areas of learning. Teaching is typically calm,
purposeful and responsive to children's interests.
Across rooms, staff model language clearly and encourage children to repeat new words,
supporting communication and early literacy. In the baby room, staff use simple gestures
and narrate actions, such as 'tap the box' or 'big' and 'small', to help babies connect words
with meaning. Babies also explore sensory materials that promote their early curiosity.
Toddlers enjoy imaginative play, including washing dolls to learn about care routines. Staff
introduce early mathematics through everyday language, such as 'one more towel' or
noticing actions like 'squeezing' and 'pouring'. Children often link this play to familiar
experiences at home. Older children practise independence and problem-solving through
routines and structured activities. They collect their plates at mealtimes, pour drinks and
work together to build train tracks or organise pretend picnics. This helps children to develop
cooperation and early reasoning skills.

The curriculum is inclusive. Staff adapt resources and approaches so children with special
educational needs and/or disabilities can participate meaningfully, using simplified
instructions, visual prompts or smaller groups when needed. While teaching is generally
consistent, leaders recognise that staff deployment and routine organisation occasionally
affect how well quieter children are drawn into conversations. Overall, children experience a
curriculum that helps them to build confidence, independence and curiosity.
Inclusion Expected standard
Leaders typically identify children's needs early. They work closely with staff and families to
ensure support is in place. Key persons monitor children's progress and discuss any
emerging concerns with the special educational needs coordinators, who oversee
arrangements. Staff generally understand how to adapt activities so that children with
special educational needs and/or disabilities (SEND) can participate fully alongside their
peers.
Children receiving additional support benefit from clear plans that outline strategies to
reduce barriers to learning. Leaders work in partnership with external agencies to ensure
children's needs are met. They share information effectively with parents and carers and,
where relevant, with other settings and schools to support smooth transitions.
Staff use sensitive approaches, such as modelling language, offering reassurance and
adjusting routines, to help children feel secure. Leaders have strengthened staff training so
that more staff can recognise the early signs of children's needs. Parents typically feel
listened to and involved in decision-making. Overall, leaders' inclusive practice ensures that
children with SEND and those who may be disadvantaged receive support to make progress
and feel a sense of belonging.
Leadership and governance Expected standard
Leaders have taken steady action to strengthen the nursery and ensure that practice is
consistent across rooms. They have refined staff deployment, enhanced supervision
sessions and embedded safeguarding procedures so that requirements are met. Leaders
monitor practice closely through regular observations, feedback and training. They respond
promptly when they identify areas for development.
Leaders have thoughtfully shaped the organisation of the nursery to maintain safe ratios and
ensure children's experiences remain positive. New staff are supported through a clear
induction process and ongoing professional development, including one-to-one sessions,
wellbeing check-ins and opportunities to build their expertise. Leaders recognise the
importance of staff confidence. They provide structured pathways for training, including
special educational needs coordinator development and behaviour-related training.
Leaders engage with local authority networks, safeguarding training and special educational
needs and/or disabilities pathways to strengthen practice further. They work closely with
external agencies and other settings to ensure children receive consistent support and
smooth transitions.

Parents and carers typically feel well informed through newsletters, daily communication,
meetings and stay-and-play sessions. Leaders value families' contributions and work
sensitively with parents who may need additional support.
Leadership is generally effective. Leaders acknowledge that staff deployment and the
organisation of routines would benefit from continued refinement to ensure all children,
including quieter personalities, are consistently drawn into interactions. They have already
started to address this through feedback and ongoing staff development.
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 generally enjoy their time at the nursery and settle quickly into familiar routines.
They receive a warm welcome from staff, who know them well and help them to feel secure
from the moment they arrive. Across rooms, children show confidence in exploring activities
and demonstrate positive relationships with staff and their peers. They play cooperatively,
share resources and learn to take turns, supported by staff who model calm and respectful
interactions.
Children are motivated to join in with learning experiences that reflect their interests. They
explore sensory materials, practise early mathematics and literacy skills and take part in
imaginative play. Children show curiosity and enjoyment, and staff encourage them to talk
about what they are doing, helping them build vocabulary and communication skills. Older
children demonstrate growing independence, such as serving their own snacks or collecting
their plates at mealtimes.
Children with special educational needs and/or disabilities are included well. Staff adapt
activities so that all children can participate alongside their peers. Children show pride in
their achievements, whether completing a puzzle, building a train track or sharing a story.
Staff celebrate these moments, helping children develop self-esteem and confidence.
Children feel safe and cared for. They move smoothly between indoor and outdoor areas,
supported by routines they understand. They show positive attitudes to learning and
respond well to staff guidance. When children need help managing emotions, staff offer
reassurance and help them express how they feel.
Parents and carers are welcomed and valued. Parents describe the nursery as friendly and
supportive and say communication between home and nursery helps children feel a sense
of belonging. Overall, children thrive in an environment where they are known as individuals
and where their uniqueness is recognised and supported.
Next steps
Leaders should refine how staff are positioned during busy routines so all children are
consistently supervised and transitions run smoothly.
Leaders should strengthen staff strategies for noticing and encouraging quieter children
so every child is supported to join in, communicate and share their ideas.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, parents
and carers and children during the inspection.

Inspector:
Arianna Saccente
About this setting
Unique reference number (URN): EY414936
Address:
Gillingstool
Thornbury
Bristol
BS35 2EG
Type: Childcare on non-domestic premises
Registration date: 10/08/2010
Registered person: Little Acorns (South West) Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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 14 August 2026
Children numbers
Age range of children at the time of inspection
0 to 4
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.

Total number of places
75
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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