Partou Hucclecote Day Nursery & Pre-School

Partou Hucclecote Day Nursery & Pre-School
Unique reference number (URN): EY424050
Address: 165 Hucclecote Road, GLOUCESTER, GL3 3TX
Type: Childcare on non-domestic premises
Registered with Ofsted: 23/03/2011
Registers: EYR
Registered person: Partou UK Limited
Inspection report: 20 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 generally build confidence as they take part in activities that help them practise
new skills and explore ideas. Babies develop early vocabulary as staff model simple words
and respond to their sounds and gestures. They enjoy exploring textures, movement and
simple physical challenges that help them feel secure and curious.
Toddlers and older children show growing independence as they choose materials, test
ideas and adapt what they are doing. They concentrate during small group activities, listen
to instructions and use early thinking skills to work things out. Children with special
educational needs and/or disabilities are supported to take part alongside their peers, using
visual prompts and clear language to help them understand routines and expectations.
Children typically show pride in what they achieve, whether completing a puzzle, recalling
new vocabulary or mastering a physical skill outdoors. Overall, children experience learning
that helps them grow, participate and prepare for their next stage.
Behaviour, attitudes and establishing routines Expected standard
Children typically show positive attitudes to learning and play. They move calmly around the
environment, choosing activities that interest them and engaging for sustained periods. Staff
model respectful interactions, and children respond by showing kindness, offering help to
peers and using simple phrases to negotiate during play.
Children demonstrate familiarity with daily routines, such as tidying away resources,
washing hands and preparing for outdoor play. They listen to staff prompts and usually
transition smoothly between activities. Newer children settling in receive reassurance and
comfort, helping them feel secure and ready to explore.
Most children attend regularly, which helps them build confidence in the routines of the day
and maintain relationships with staff and peers. When children are absent, staff follow
agreed processes to check on their wellbeing and maintain communication with families.
Children enjoy opportunities to take responsibility, such as helping set up snack or choosing
resources for group time. These experiences support their confidence and sense of
belonging. Leaders recognise that mealtime organisation occasionally results in extended
waiting, which can reduce children's engagement.
Overall, children behave well, show curiosity and demonstrate growing independence as
they navigate their day.
Children's welfare and wellbeing Expected standard
Children's welfare is generally supported well throughout the day. Staff respond promptly to
children's physical needs, carrying out care routines sensitively and in line with agreed

practice. Babies benefit from close contact, gentle reassurance and predictable routines that
help them feel secure and ready to explore. Older children show increasing independence in
personal care, supported by staff who encourage them to try tasks for themselves while
remaining nearby for guidance.
Healthy eating is promoted, and children enjoy balanced meals and snacks. Staff talk to
children about food choices and encourage them to try new tastes. Outdoor play forms a
regular part of the day, giving children opportunities to climb, run and explore natural
materials, supporting their coordination and physical confidence.
Staff monitor children's wellbeing closely, responding to signs of tiredness, frustration or
excitement. They use calm reassurance, simple language and familiar routines to help
children regulate their emotions. Agreed approaches are followed to support children with
special educational needs and/or disabilities, and staff liaise with external professionals
when needed.
Leaders oversee children's welfare by ensuring staff follow established procedures, maintain
safe environments and understand children's individual needs. Overall, children experience
care that promotes their comfort, safety and emotional security.
Curriculum and teaching Expected standard
Children experience a broad curriculum that supports the seven areas of learning and
development. Staff interact positively with children, encouraging early conversation, turn-
taking and listening skills. Babies explore sensory materials and climbing equipment, for
example, they investigate textured balls and reach for low-level steps, with staff close by
offering reassurance. Toddlers and older children take part in activities that promote
independence and problem-solving.
Mathematical ideas are woven into everyday play, such as counting, comparing quantities
and exploring capacity outdoors. For instance, children fill and empty containers at the water
tray, commenting on which holds 'more' and which was 'too full'. Children enjoy group
games that help them follow instructions and develop early social skills. They play listening
games outdoors, responding to simple cues and waiting for their turn.
Staff understand the importance of preparing children for their next stage and support early
skills such as expressing needs, following routines and practising independence. Children's
learning is shared with parents through observations, learning stories and daily handovers.
Staff generally understand the intent of planned activities and how these support children's
development. Leaders are ensuring staff have the knowledge they need to deliver the
curriculum consistently across rooms. Overall, children experience a curriculum that
supports their development and enjoyment.
Inclusion Expected standard
Children with special educational needs and/or disabilities are usually included well in daily
routines and activities. Staff demonstrate an overall understanding of children's individual
needs and work with the special educational needs coordinators to implement strategies

that help children participate and make progress. Visual prompts, simple language and
consistent reassurance support children who need additional help. Children who are facing
barriers to their learning and/or wellbeing are cared for sensitively, with agreed plans
followed to promote their health and wellbeing.
Children who speak English as an additional language receive support that helps them take
part in activities and communicate with staff. Familiar routines, gestures and modelling help
them understand what is happening and join in with others.
Children typically experience an environment where differences are acknowledged and
respected. Staff encourage quieter children to join group games and discussions, helping
them develop confidence and social awareness. Children respond positively to this
encouragement and show willingness to engage with others.
Leaders recognise that recent changes in staff deployment have resulted in some variation
in staff knowledge of children's individual needs. They are taking steps to stabilise core
teams and ensure staff understand children's backgrounds, interests and support plans.
Parents generally feel included in discussions, and leaders are working to improve
consistency in communication.
Leadership and governance Expected standard
Leaders generally understand their responsibilities and take steps to ensure practice across
the setting supports children's experiences. They review daily organisation, monitor routines
and check that staff follow procedures that promote children's comfort and security. Leaders
use observations, discussions and supervision to understand the quality of practice and
identify where further development is needed. They provide guidance and training to support
staff in understanding children's needs and the intent behind planned activities.
Leaders consider staff wellbeing and workload when organising routines and
responsibilities. They use supervision and informal check-ins to provide support where
needed, helping staff carry out their roles effectively.
Partnerships with parents are typically positive, although leaders acknowledge that
communication is not always consistent, particularly during transitions and end-of-day
handovers. They are strengthening approaches to information-sharing so families receive
clear and timely updates. Leaders liaise with external professionals when needed to support
children's development and ensure continuity of care.

What it's like to be a child at this setting
Children arrive to a welcoming and calm environment where they settle and show familiarity
with the routines of the day. Babies receive attentive, responsive care and look to familiar
adults for reassurance as they explore sensory materials and simple physical challenges.
Toddlers and older children move around their rooms and outdoor areas with confidence,
choosing activities that match their developing interests and emerging skills.
Across the day, children take part in a mix of child-led play and established routines. They
usually respond well to transitions and follow staff guidance as they move from one part of
the day to another. Outdoors, children climb, balance, run and explore natural materials,
which supports their coordination and early problem-solving. Indoors, they engage in
imaginative play, early mark-making, construction and role-play, often sharing ideas with
friends.
Children show positive relationships with staff and approach them for help or interaction
when needed. They play alongside and with their peers, showing cooperation and kindness
during shared activities. Babies and toddlers benefit from close contact with staff, while older
children show increasing independence in personal care and daily routines.
Children with special educational needs and/or disabilities take part in activities alongside
their peers and receive encouragement to communicate, explore and develop early
independence.
Overall, children spend their day in an environment that supports their wellbeing, comfort
and enjoyment. They appear settled, engaged and ready to participate in the experiences
offered.
Next steps
Leaders should review routines to reduce unnecessary waiting and ensure transitions are
smooth, helping children remain comfortable and engaged.
Leaders should organise staff so children experience consistent adults who know their
routines and needs well, supporting continuity and confidence.
Leaders should further develop the clarity and consistency of information shared with
parents so they always understand how their child has been and what has happened
during the day.
About this inspection
The inspector spoke with leaders, staff, special educational needs coordinators, parents,
and children during the inspection.

Inspector:
Arianna Saccente
About this setting
Unique reference number (URN): EY424050
Address:
165 Hucclecote Road
GLOUCESTER
GL3 3TX
Type: Childcare on non-domestic premises
Registration date: 23/03/2011
Registered person: Partou UK Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00
Local authority: Gloucestershire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 20 August 2026
Children numbers
Age range of children at the time of inspection
1 to 5
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
87
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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