Partou Sycamore House Day Nursery & Pre-School

Partou Sycamore House Day Nursery & Pre-School
Unique reference number (URN): EY460413
Address: 36 Hadham Road, BISHOP'S STORTFORD, Hertfordshire, CM23 2QS
Type: Childcare on non-domestic premises
Registered with Ofsted: 13/05/2013
Registers: EYR
Registered person: Sycamore House Day Nursery Limited
Inspection report: 22 January 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Strong standard
Expected 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
Staff and leaders know children well. Children feel safe and secure. They arrive happy and
seek out their key worker ready to start their day. Staff use their detailed knowledge of each
child to support them to recognise, express and manage their emotions and to develop a
secure sense of emotional wellbeing. As children transition across the setting, time is taken
for settling in, moving only once children are truly settled with their new key worker and
room.
Leaders ensure that important information is gathered when a child first starts. Staff know
key information about children's health and dietary needs, and practices are effective to help
keep them safe. Staff supervise all children closely while they eat. They understand their
roles and responsibilities in relation to the safe preparation of food and the stages of
weaning for babies. Staff support children to develop an understanding of the importance of
healthy lifestyles. Staff talk with the children at lunchtime about the nutritious meals, which
are created on site. They encourage children to try different fruits and vegetables,
discussing the positive impact they have on their bodies.
Staff working with the youngest babies and nonverbal children are responsive to their
needs. Signing is used to support communication, which enables children to have a voice.
All children are able to make choices about their day and this supports children's wellbeing.
Achievement Expected standard
Children arrive eager to start their day and settle quickly into their learning. They remain
engaged in activities for prolonged periods and contribute confidently, sharing their thoughts

and ideas. All children develop as curious and motivated learners. Children with barriers to
their learning make expected progress in all areas of their learning and development.
All children make secure progress in their communication and language. For the youngest
children, signing is used to support their understanding and develop their ability to
communicate from a young age. Older children develop a love of books and stories as staff
use puppets to retell known stories. Children enjoy asking questions and use knowledge
learned in other activities to talk about the different Arctic animals in the story. Children enjoy
following instructions when playing with the parachute. They develop their mathematical
knowledge as they talk about moving the parachute high and low and counting as they
crouch on the floor ready to jump up. Babies develop their physical skills as they negotiate
ramps, steps and the slide in their room. Teaching is however inconsistent at times, which
means children do not always have access to high-quality learning opportunities.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff have high expectations for children's behaviour. Staff build warm, positive
relationships with children. They set clear expectations for children's behaviour and manage
routines consistently. Staff adapt their language to meet the development needs of the
children, for example using signs to let babies know that their nappy is going to be changed.
Staff offer lots of praise and reassurance, which helps to build children's self-esteem.
Children feel safe and secure to explore and engage in learning. They happily join in with
activities, showing increasing independence and willingness to have a go and explore. They
share their achievements, ask questions and show an interest in each other's ideas.
Children are able to make choices about where they would like to play.
Leaders and staff monitor children's attendance carefully. They work in close partnership
with parents and carers to ensure children's regular attendance. This helps to support
children's early education.
Curriculum and teaching Expected standard
Since the last inspection leaders have adapted the setting's curriculum to focus on the
individual learning needs of all children. Adaptations to the way activities are planned are
positive and this has supported progress in learning for all children. Leaders have reflected
that there is progress to be made to ensure consistency across the whole staff team.
Leaders are aware that the garden space needs developing. They are working to ensure
this reflects the setting's curriculum.
Staff are clear on what they want children to know, and they sequence learning well across
the setting. Children's language is supported from a young age as staff use signs to support
understanding of the setting's routine. This continues as the children move through the
setting as staff encourage them to use spoken word alongside. Activities are planned with
purpose, based on children's interests and what children need to learn next. Staff have
secure knowledge of all children's next steps and adapt activities accordingly to support
children's knowledge and learning. Staff repeat activities to ensure learning is embedded.

Children have access to a broad curriculum, which is well differentiated for all children.
Children proudly show adults things they have created. They develop their mathematics
knowledge as they talk about how they make patterns with different shapes in the pre-
school room. Staff working with babies ensure that planned experiences are appropriate.
For instance, to support their physical development they place lids on baskets to allow
children to post toys. This strengthens their hand–eye coordination.
Inclusion Expected standard
Leaders implement effective systems to identify disadvantaged and vulnerable children who
may require help to reduce barriers to, and close gaps in, their learning. The swift action
taken ensures that all children continue to make progress in their learning and development.
Leaders work closely with other professionals to create common plans, which consistently
meet children's needs at both home and the setting. For example, targets set by specialist
teachers are used to plan activities at the setting to build on the required learning.
Leaders deliver regular training and updates to staff to improve aspects of their practice. The
setting's special educational needs designated leaders works closely with all staff to offer
mentoring and build on their knowledge. Monitoring arrangements are in place to ensure
that assessments of children's current stage of development are accurate. Leaders ensure
that the progress check for 2-year-old children is completed in partnership with parents.
They highlight areas where additional support may be required. Leaders are proactive in
using additional funding well. This includes creating ramps to allow non-mobile children to
move freely around rooms and the garden area. However, the outdoor environment is not
yet fully developed to ensure that children who prefer to play and learn outside can
consistently access an equally ambitious curriculum.
Leadership and governance Expected standard
Leaders have worked hard since the last inspection to build on the setting's curriculum and
ensure that the deployment of staff meets the needs of the children at the setting. Leaders
have a clear plan in place to continue strengthening staff practice and have established
mentoring programmes. Leaders have worked closely with external agencies, such as the
local authority, to make improvements to the setting.
Leaders now have a good oversight of the setting. Effective communication strategies have
been implemented to share information with staff, encouraging them to be part of the
setting's improvement journey. This is evident from the conversations with the staff and from
their positive attitude to supervision sessions and wellbeing. Training opportunities are
specific and tailored to embed knowledge with staff and build on the gaps in their learning
and practice. This strengthens the interactions between staff and children. Leaders proudly
share the setting's strengths and talk of the effective work the setting does for children with
special educational needs and/or disabilities. Parents have overwhelming praise for the
changes at the setting since the last inspection. They comment on the effective
communication they receive and the relationships children build with their key workers.
However, leaders recognise that there is further work to do to fully embed curriculum
changes and ensure consistently high-quality teaching across all areas of the setting.

What it's like to be a child at this setting
Children are greeted by friendly staff on arrival and settle well. They benefit from a calm,
welcoming and nurturing environment, which promotes their wellbeing and welfare. Children
demonstrate secure attachments with all staff. Children are confident and curious in their
learning environment. A well-embedded key-worker system is in place, with information
shared between staff members to ensure consistency for all children. Children seek out
familiar adults when they need assurance and welcome staff into their play. For example,
young babies navigate closer to familiar adults when visitors enter the room. Staff's
knowledge of the children ensures they are alert to any attendance concerns. Children's
welfare and wellbeing are routinely checked.
Before children start at the setting, staff gather a wealth of information to support the
process. An individualised approach allows key workers to work closely with families to meet
their needs during this time. The setting understands that this can be difficult for some
families and adapts its approach to suit. For example, the youngest babies have extended
settling-in sessions to cover all aspects of their routines, such as sleeping and feeding. This
builds the relationships even further.
Staff and leaders have a good understanding of the backgrounds of the children who attend.
This has led to a focus on children's personal, social and emotional development within the
curriculum. Children work together to complete tasks and show genuine concern when their
friends are upset. All children demonstrate focus in their listening and attention for significant
periods of time for their age. This is key in preparation for their next stage of learning.
Robust processes are in place to look for gaps in children's learning and development, and
staff understand that children develop at different rates. Where gaps are identified, swift
action is taken to create plans to reduce the gaps.
Next steps
Leaders should make better use of the outdoor environment to support the progress of
children who prefer to play and learn outside.
Leaders should continue to embed curriculum changes and ensure high-quality teaching
across all areas of the setting.

Inspector:
Lisa Smith
About this setting
Unique reference number (URN): EY460413
Address:
36 Hadham Road
BISHOP'S STORTFORD
Hertfordshire
CM23 2QS
Type: Childcare on non-domestic premises
Registration date: 13/05/2013
Registered person: Sycamore House Day Nursery Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Hertfordshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 22 January 2026
Children numbers
About this inspection
The inspector spoke with leaders, staff, parents, children and a special educational needs
and/or disabilities 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.

Age range of children at the time of inspection
0 to 4
Total number of places
72
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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