The Burrows Nursery Askern

The Burrows Nursery Askern

Unique reference number (URN): 2573372 Address: Askern Family Hub, Spa Pool Road, Askern, Doncaster, Yorkshire, DN6 0HZ Type: Childcare on non-domestic premises Registered with Ofsted: 20/12/2019 Registers: EYR, CCR, VCR Registered person: The Burrows Nursery Ltd

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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.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

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.

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Achievement Needs attention

Some children, including those with special educational needs and/or disabilities (SEND), struggle without targeted support and strategies. Some children become disengaged, and staff find it difficult to support them, which has a negative effect on their overall play, learning and development. Although staff support younger children to be ready for their next stage of learning, some pre-school children, including those with SEND, are not supported well enough to develop their key skills and knowledge.

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Achievement Needs attention

Babies pull themselves up on low-level furniture. They join in action songs and listen to stage-appropriate books read by supportive practitioners. Babies repeat words and join in small-group play. They sit together socially while drinking water. They go to practitioners for support and reassurance when upset and quickly join play again once they are reassured.

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Achievement Needs attention

In pre-school, children enjoy the outdoor area as they run around, climb and test their physical boundaries. However, learning often lacks purpose due to staff being unable to implement the curriculum through effective teaching. When staff do engage with children, some learning takes place. Children are enthusiastic when they are given new chalk to mark make and show delight in naming the colours of the chalks. They repeat colour names after staff and are keen to share their colour knowledge. They are encouraged to count, but the opportunity is short as staff fail to maintain quality engagement. Some children enjoy parachute games and join in with staff as they sing. However, others become defiant and refuse to participate. Staff struggle to manage this behaviour, and learning opportunities are disrupted.

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Behaviour, attitudes and establishing routines Needs attention

In pre-school, most children behave well, but some children display behaviours that practitioners find difficult to manage. Positive reinforcement is not always used consistently. For example, some children are left to have thinking time. However, staff wander away, return and then advise children they can continue playing. There is no discussion about the behaviour, so children are not supported to learn from this. Although some staff have completed training to support behaviour management, inconsistencies remain as practices are not fully embedded and behaviour management is not always effective. Staff recognise when children need help. Some children become overwhelmed quite quickly, and, although staff are attentive, some routines get lost. The lack of quality engagement and support leads to an often disorderly environment, which hinders children's learning and does not support them to develop positive attitudes to learning.

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Behaviour, attitudes and establishing routines Needs attention

In contrast to this, babies are supported well with routines and are happy and content. Staff are responsive to their needs, creating a nurturing environment where their needs are met.

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Children's welfare and wellbeing Needs attention

In pre-school, some children's needs are not consistently met. Staff find it difficult to support some children when they struggle with their emotions and behaviour. However, other children are secure and play independently. Staff are mostly responsive, but struggle with the demand of need. Children approach staff for support at times, including those with special educational needs and/or disabilities (SEND). Staff guide children outside to play alongside their peers and to build confidence. Children mainly enjoy playing outdoors, where they climb on equipment such as slides and frames. Children have ample opportunity to be active outdoors. However, due to staff being unable to engage and support children effectively, learning opportunities to support children's understanding of healthy lifestyles are limited.

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Children's welfare and wellbeing Needs attention

Children's likes and dislikes are acknowledged alongside any dietary or medical needs, including children with SEND. Responses to children's individual needs are nurturing in the baby room. Settling-in procedures help children to be comfortable and secure when they start nursery. Staff follow safer eating and safe sleep practices to maintain children's wellbeing. They feed back to parents if children have had a tricky day. Parents confirm that staff promptly update them if their child is feeling poorly, for example.

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Curriculum and teaching Needs attention

Although leaders have identified an appropriate curriculum, they are failing to ensure that staff have the skills, training and knowledge to implement this in the pre-school room. The lack of purposeful learning results in some children becoming overwhelmed quite quickly. Although practitioners show care and support, they do not act quickly enough to respond to children's changing behaviours. Staff interactions and quality engagement with children are inconsistent. For example, when children with special educational needs and/or disabilities are not supported in play, they amuse themselves by trying to climb on or over equipment and resources. Learning in pre-school is not ambitious for all children, as staff do not consider each child's specific needs, interests or level of development. This results in purposeful learning opportunities within all areas of learning not being effectively planned or

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Curriculum and teaching Needs attention

promoted. For example, staff provide children with a tray filled with lentils, but provide them with limited tools to support their play. Staff interactions are poor during this experience and do not support children's ongoing language development.

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Curriculum and teaching Needs attention

Babies are supported to develop positive relationships with staff and their peers. In this room, staff role model play following their interests. Language and communication is supported by singing, reading books and using word levels appropriate for young children. Group play involves encouraging children to share and take turns while counting blocks up to 5. Practitioners comment that they build learning into daily routines rather than using set times, so that children are starting to get ready for their transition into the pre-school room.

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Inclusion Needs attention

Older children with special educational needs and/or disabilities (SEND) find managing emotions tricky. Staff find it difficult to manage this behaviour, and children are therefore not supported to learn how to manage their own feelings and emotions. Staff do not monitor and assess children with SEND. As a result, purposeful and planned targeted interactions to support these children are missed. Leaders do not currently oversee any reviews of children with SEND to ensure that every child reaches their full potential. Leaders have identified that some children like to be outdoors to climb and be physical, which helps with their development. The youngest of children are supported to manage their emotions through distraction and comfort.

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Inclusion Needs attention

Additional funding has been used in the nursery for resources to extend children's interests. This impact has not yet been measured. Early years pupil premium funding has also been used to support families in their personal life. This has helped make a positive difference to the family's wellbeing.

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Leadership and governance Needs attention

Leaders, as yet, are not fully aware of what is needed to support improvement in the pre- school room or what is needed to support ongoing staff development. Although leaders monitor staff in the pre-school room through visits and peer observations, these have failed to identify weaknesses in staff practice. This in part is due to leaders' focus being on developing the provision in the baby room, where practice is stronger. Leaders have failed to recognise the struggles of pre-school staff, which results in them not consistently making a significant, positive difference to secure positive outcomes for all children.

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Leadership and governance Needs attention

Leaders offer ongoing support, supervision and coaching to staff. They check on staff wellbeing each day and comment how the team members support each other. Staff identify their own development and training needs. Recent training has been completed on managing children's behaviours, and leaders comment that they have also supported this 'in house'. However, leaders have not monitored staff's implementation of behaviour strategies, and they have failed to identify the ongoing struggles staff have with managing children's behaviour.

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Leadership and governance Needs attention

Improvements have not been made since the last inspection. Leaders do not ensure that all parents receive highly detailed information about their child's learning to help them build on this more precisely at home. Parents comment that they are unaware what their children are learning. Due to staff not planning and delivering appropriate learning experiences to meet each child's needs, especially in the pre-school room, improvements have not been made to support older children's mathematical learning effectively. However, the curriculum is more effectively implemented in the baby room, with staff introducing babies to simple counting through daily routines.

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Leadership and governance Needs attention

Leaders have recently expanded the provision to accept babies. Leaders comment how they have designed the baby room with a focus on providing the right levels of quality care for young children. The impact for babies has been effective.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children in the baby room are provided with appropriate resources, which staff use well to help progress their learning and development. However, as leaders have chosen to prioritise working in this room, this has led to a decline in the quality of education offered to pre- school children. Learning in pre-school is not ambitious for all children. The individual needs, interests and development of each child are not considered effectively within this age range. This results in staff failing to plan challenging and enjoyable experiences in all areas of learning. Although children naturally develop some skills as they play with appropriate indoor resources and in the large outdoor area, staff do not consistently engage and support children to achieve. Staff show care and concern for the children, but quality engagement to sustain children's learning is not promoted. For example, after providing children with a

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What it's like to be a child at this setting

range of chalks and initially encouraging them to draw and count, practitioners move away. This results in children quickly becoming bored as they begin to amuse themselves by throwing and snapping the chalks. The lack of quality engagement and planning for children's learning often leads to a chaotic and disorderly environment where some children's behaviour deteriorates.

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What it's like to be a child at this setting

The setting has identified children with special educational needs and/or disabilities (SEND). Although staff know children's needs, effective plans to support, monitor and assess these children are not in place. This has an impact on their overall development. However, children and families with SEND and/or those who may face other barriers to their learning and/or wellbeing are welcomed into the setting and play alongside their peers.

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What it's like to be a child at this setting

Families, including those with children with SEND, comment how learning and development is not always shared with them and that they would like this to change. They also comment that their children are happy and they respond positively to nursery routines. Safer recruitment and ongoing suitability checks help to ensure that staff are suitable to work with children.

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What it's like to be a child at this setting

Babies are responded to with warm and secure relationships. Staff are supportive and reassuring as they welcome younger children to nursery. They help the youngest of children to settle through cuddles, play and dialogue with families. Transitions to the pre-school room are supported through regular visits, so children can build secure relationships with their new key person and their peers.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure leaders support staff to undertake appropriate training and professional development opportunities to implement what has been learned so that all children benefit from quality support, learning and development experiences 30/06/2026

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Action Completion Date

ensure staff arrangements are in place to support children with special educational needs and/or disabilities, including through ongoing monitoring and assessment 30/06/2026

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Action Completion Date

ensure staff consider the individual needs, interests and development of each child and use this information to 17/07/2026

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Address:

Askern Family Hub Spa Pool Road, Askern Doncaster Yorkshire DN6 0HZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Burrows Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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Action Completion Date

plan challenging and enjoyable experiences in all areas of learning

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, assistants and parents during the inspection.

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About this 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.

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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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.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. 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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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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