Partou Gingerbread House Day Nursery & Pre-School

Partou Gingerbread House Day Nursery & Pre-School
Unique reference number (URN): 2506894
Address: 81 Purley Downs Road, South Croydon, Surrey, CR2 0RJ
Type: Childcare on non-domestic premises
Registered with Ofsted: 01/02/2019
Registers: EYR
Registered person: Beech Green Day Nursery Limited
Inspection report: 12 March 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

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.
Achievement Expected standard
Children achieve well from their starting points in all areas of learning, progressing through
the curriculum. Children are provided with activities and experiences to help support them to
develop age-appropriate skills across all areas of the curriculum. Children develop into
confident communicators, eagerly describing different parts of the flower they investigate
with their friends.
Children develop positive bonds with their key persons, who know their children well and
help families access a range of external expertise to help reduce barriers to children's
learning. They benefit positively from the opportunities staff provide to develop their
independence skills. For example, children eagerly wash their hands after messy activities
and show excellent scissor control as they cut herbs and stems to add to play dough. They
demonstrate that they know and understand the rules and routines of the setting well to
support them when they transition to school.
Behaviour, attitudes and establishing routines Expected standard
Leaders have generally established a secure and predictable routine throughout the setting.
Staff know the children well, encouraging them to become independent in their routines and
to begin managing tasks for themselves. Children are typically confident to navigate daily
routines such as helping to tidy up, demonstrating well-embedded positive behaviour.
Children know they must put their outdoor shoes on for the garden, and they confidently ask
for help if it is needed. Children understand how to share the play dough or paint and take
turns. Staff are positive role models, promoting good manners. As a result, children are
polite and follow instructions. All children behave well. Leaders have worked hard to
establish a positive environment. They recognise the challenges they have faced and

ensure that children and families remain at the heart of what they do. Children attend
regularly, and leaders work closely with families to promote the importance of this.
Curriculum and teaching Expected standard
Leaders have a clear vision for what they want children to know and learn across all ages in
the setting. Generally, leaders support the new staff team to embed the curriculum. There is
a carefully considered, exciting curriculum, and children are busy and involved throughout
the day. Leaders have introduced a vegetable patch in the garden, which furthers the
children's knowledge and opportunities for teaching in the outdoor space as they look after
the plants and understand where their food is from.
Activities are designed to support children's overall development. They are adapted so that
all children can take part and are tailored to each child's age and stage of development.
Teaching is purposeful and focuses on helping children learn the skills they need for their
next steps. For instance, staff introduce new vocabulary with younger children during a
painting activity, and older children confidently use new words they have learned as they
explore the parts of a flower. Staff introduce ideas to children that build on their existing
knowledge. Children have excellent ideas and are confident to try new things. Children have
a wide range of opportunities, such as using beams and crates that build strength,
coordination, balance and confidence in using their bodies.
Children typically use mathematical language in play as they explore sand and play dough
and accurately match the number of plates to children at snack time.
Inclusion Expected standard
Leaders and staff create a warm, welcoming environment that is inclusive for all children.
Children explore a wide range of purposeful activities, which are adapted so that all children
can take part. Key people are knowledgeable about children's developmental stages. They
identify children's individual needs through observation and monitor their progress. Staff are
reflective and thoughtfully plan how they can best support children, based on what they
already know. Individual plans are typically developed for children who require further
support, which involve external professionals.
Children's preferences are valued by listening to their choices and interests, helping them
feel respected, confident and involved in their learning. Staff are knowledgeable about
children's likes and dislikes. Children play happily together with routines adapted for all
children to be included.
Leaders work with external professionals, implementing activities and using strategies with
children in mind. Parents are part of this process and are supported along with their child
through their journey.
Leadership and governance Expected standard
Leaders and staff are a new team and during their short time together are working well as a
team. Leaders have a clear understanding of the overall setting and are making significant

Needs attention
progress within the action plan for rapid improvements. They are reflective, know its
strengths and have ideas for further development. Staff have a detailed induction
programme and ongoing professional training. Leaders place a strong emphasis on staff
wellbeing, fostering a positive and supportive working environment. Staff feel confident and
well equipped in their roles and benefit from regular supervision sessions, which provide
ongoing guidance and support. Consequently, staff feel valued, supported and motivated in
their work.
Leaders regularly evaluate the service to drive change and positive developments. For
example, they have recently moved older children downstairs to have direct access to the
garden to encourage more outdoor learning for this age group.
Leaders have well-established partnerships with parents and carers. They praise leaders
and staff for the care and teaching they provide for children. Leaders engage with other
professionals involved in children's care, which helps them to work together to meet
children's needs.
Children's welfare and wellbeing Needs attention
Leaders and staff support healthy eating. They help children to learn about healthy food
choices through their vegetable patch in the garden. Leaders place importance on staff
supervising children when they eat to ensure that they are safe. All children delight in the
social aspect of mealtimes and attempt to feed themselves from an early stage. However,
staff working with younger children are not consistently organising themselves to ensure that
the routines during this time run smoothly so that children are supported to understand how
to use good manners while eating. Although leaders have ensured that there are effective
policies and procedures to promote children's welfare and wellbeing, staff do not
consistently follow these as they check children's nappies in the room. This does not support
privacy for the children.
Children enjoy a safe, secure and welcoming space where they typically enjoy their day
through a range of activities, including daily access to the outdoors. Leaders have used
nutritional guidelines to help plan healthy, balanced and nutritious menus over the course of
each week.
Staff establish secure and responsive relationships with babies and children, which helps
them to feel safe and confident to express their emotions. Staff encourage children to join in
with others' play to help them to remain engaged in the environment. Staff provide children
with opportunities to develop an understanding of self-care, personal safety and health and
wellbeing. For example, they explore topics such as oral hygiene. Children take part in
physical activities that support their fitness and overall wellbeing.

What it's like to be a child at this setting
Children are happy and learn through play in a warm, nurturing setting. Children learn about
healthy food choices as leaders place importance on staff supervising children when they
eat to ensure they are safe. All children delight in mealtimes, which are a social occasion
where they attempt to feed themselves from an early stage. However, staff working with
younger children are not consistently efficient in making sure the routines run smoothly and
that children are supported well to understand what is expected of them while eating to fully
promote their wellbeing. Children have secure attachments to their key person and
practitioners and settle quickly on arrival. Children attend regularly, helping them develop
friendships and make consistent progress in their learning. Children have a positive
approach to new experiences and are inquisitive as older children investigate how mixtures
change when making play dough, while younger children find out why paint is sticky when
they paint their hand to make marks. Children's different starting points are valued and used
to plan meaningful experiences. As a result, children are well prepared for their
developmental stages and for school. The setting works closely with families to provide
guidance and resources, ensuring all families are well supported.
Children feel secure, behave well and are aware of their environment and staff expectations.
As the children make their way to the garden, they independently change into outdoor shoes
and coats. They run and climb enthusiastically in the garden, laughing and calling out to
their friends. While inside, children engage in more focused activities and are engaged for
substantial periods of time.
The setting promotes an inclusive environment where children feel they belong and are
supported to thrive. Children are warmly greeted by staff, hang their jackets on the coat
pegs independently and find their names or photos. Children build friendships in the setting
and enjoy time with their peers as they play cooperatively in the role-play area and sing to
their dolls. They freely enjoy sharing books together. Through play and small-group
activities, children develop the skills to interact positively with their peers and gain
confidence as they build structures with blocks and investigate differences between 2-
dimensional and 3-dimensional shapes.
Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following action by the assigned date:
Action Completion Date
improve staff's understanding on procedures for
supporting children's wellbeing and welfare, especially
27/03/2026

Inspector:
Tracey Murphy
About this setting
Unique reference number (URN): 2506894
Address:
81 Purley Downs Road
South Croydon
Surrey
CR2 0RJ
Type: Childcare on non-domestic premises
Registration date: 01/02/2019
Registered person: Beech Green Day Nursery Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Croydon
Facts and figures used on inspection
Action Completion Date
during mealtimes
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator
and parents 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 was available to the inspector at the time of the inspection.
This data is from 12 March 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
56
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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