Paskals Day Nursery Limited

Inspection of Paskals Day Nursery Limited Family Hub, Mexborough Childrens Centre, Wath Road, Mexborough S64 9ED

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Requires improvement Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

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The provision is inadequate

The provision for children with special educational needs and/or disabilities (SEND) is weak. While staff identify children with SEND, and are aware of each child's individual learning plan, they do not implement these plans effectively to support children's ongoing learning. Children with SEND are often left to play independently with little quality support or engagement from staff. Therefore, these children are not supported to develop positive attitudes to their learning as they are rarely supported by staff to engage in purposeful play. Daily routines to support all children's play and learning are not always effective. For example, staff begin welcome time before all children have arrived. This results in some children missing out on this learning opportunity.

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The provision is inadequate

Overall, children are settled in the care of staff. Managers ensure that safeguarding policies and procedures are implemented to help protect children's well-being. Some staff are skilled at responding to children when they begin to disengage. For example, when some children begin to run around, staff use their interest in dinosaurs to entice them to play. Children sit and engage in more positive play experiences through the support of some staff. However, other staff are less confident to manage children's challenging behaviour. If the strategies they use are ineffective, they struggle to find alternative ways to manage children's behaviour. The lack of clear routines and boundaries also results in children being unaware of expectations for their behaviour.

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need to do better?

n Although managers oversee staff's practice, they do not identify significant weaknesses. Therefore, staff do not receive support to make improvements or maintain good practice. There is an effective curriculum in place to support children to develop a range of skills over time. However, staff do not implement this well enough to support all children's ongoing learning and development. n Staff do not spend enough time with children with SEND, to meet their developmental needs. During planned group-time activities, staff do not plan alternative purposeful learning experiences to engage these children. This results in children with SEND wandering around as staff fail to interact and support them. This hinders the progress children make. n Staff plan story time sessions to support children's communication, listening and attention skills. However, they do not consider the needs and abilities of all children when planning which book to read. Books are sometimes too complex

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need to do better?

and/or too long for children's stage of learning. They do not support the active engagement of children through repetition of key words and phrases. This results in staff being unable to sustain younger three-year-old children's interest and focus.

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need to do better?

26 March 2025 n For older three- and four-year-old children, staff read books which are slightly better suited to their needs and abilities. Staff ask questions at the end of the story and revisit pages in the book to help children to understand what has happened. They introduce children to new words as they explain 'exhausted' is another word for 'tired'. n Daily routines, while in place, are not well organised. Welcome time is disorderly as staff start the discussions as children are still entering the room. As children move around and find a space to sit, this disrupts children's engagement and focus. Other children completely miss out on this experience as they arrive as the activity ends. n Staff do not introduce clear routines and boundaries to children effectively. They do not manage the quick change of routines from one activity or experience to another well. Staff suddenly announce that it is tidy-up time or time to come

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need to do better?

inside for lunch. As there is no warning to prepare children for the upcoming change, some children struggle with this and become upset. n In contrast to this, staff support children to learn to remain seated at the table when they are eating. They strongly re-enforce this with all children, including those with SEND. This shows how all children can, and do, respond positively to routines and expectations, when staff set these. n Children's well-being is maintained. Managers and staff follow clear safeguarding procedures to ensure that children remain protected from potential harm. They supervise children adequately. Staff implement appropriate health and hygiene practices, to support children's well-being. n Staff do not consistently support children to learn clear expectations for their behaviour. When some children demonstrate challenging behaviour, staff do not consistently manage this well. At other times, staff allow children to play without

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need to do better?

challenge or guidance. This does not help children to learn what is expected from them. n Staff plan a range of activities to support children's physical skills. When they do spend time engaging with children, these are adequately implemented to help children to develop skills in this area. During outside play, staff support children to learn to navigate over the balancing planks. Inside, they support two-year-old children to develop strength in their fingers when playing with dough. n Managers consider the interests of children when spending additional funding. They are committed to trying to promote positive outcomes for children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Due date

ensure that arrangements are in place to support children with SEND so that they benefit from quality interactions to meet their needs and support their learning 12/05/2025

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Due date

make sure that staff consider the individual needs and abilities of children, especially when planning group story time sessions 12/05/2025

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Due date

ensure that staff consistently implement secure routines to guide children's development 12/05/2025

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Due date

make sure that all staff have the confidence and knowledge to manage children's behaviour. 12/05/2025

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Setting details

Unique reference number 2806103 Local authority Doncaster Inspection number 10389645 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 60 Number of children on roll 54 Name of registered person Paskals Day Nursery Limited

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reference number

Telephone number 01709 589074 Date of previous inspection Not applicable

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Information about this early years setting

Paskals Day Nursery Limited registered in 2024 and is located in Mexborough. The setting opens from 9.15am to 4pm, Monday to Friday, during term time. It employs nine members of staff, eight of whom hold appropriate early years qualifications at level 3 or above. The setting offers the government funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n Children spoke to and communicated with the inspector during the inspection. n Staff spoke with the inspector during the inspection. n The manager and inspector carried out two joint observations during planned activities. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views of the nursery with the inspector.

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Inspection activities

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.

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Inspection activities

26 March 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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