Paskals Day Nursery Limited

Paskals Day Nursery Limited

Unique reference number (URN): 2538363 Address: Warmsworth Road, Balby, DN4 0RD Type: Childcare on non-domestic premises Registered with Ofsted: 31/05/2019 Registers: EYR, CCR, VCR Registered person: Paskals Day Nursery Limited

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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 Strong standard

All children, including those who need additional support or are at risk of falling behind their peers, progress very well in relation to their stage of development on entry. They develop fundamental skills and a real love of learning in readiness for their move to nursery school or school. Children show increased confidence, resilience and high levels of curiosity, and they remain focused and engaged. For example, older children try different techniques to successfully connect 2 cardboard tubes and show great pride in their achievements. They use impressive language and ever-increasing vocabulary during conversations with staff and one another. Younger children spend ample time engrossed in dough play. They use their small muscles to pat, stretch and roll the dough and learn to share and play alongside other children. Older children play collaboratively, share ideas and develop imagination skills

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Achievement Strong standard

during role play in the 'shop', where they use mathematical language. Children confidently practise their physical skills in the large-scale construction area outdoors, such as lifting and placing planks on large tyres.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff are excellent role models who create a positive, calm and orderly environment. This helps children to maintain their attention, focus and positive attitudes to learning, and it fosters kindness and respect. Leaders work proactively with parents to form good habits that will support children's mandatory attendance in school. Staff use visual and audio cues to help children make choices, understand expectations and prepare them emotionally for changes during daily routines. New children and those where communication barriers exist particularly benefit from these strategies. For example, children respond extremely positively to staff's use of songs, sand timers, a bell and prompts using objects such as a nappy and pictures depicting parts of the daily routine.

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Behaviour, attitudes and establishing routines Strong standard

Staff have realistic expectations for children's behaviour because they understand the sequence in which children develop social skills. This means they are highly successful in preventing unwanted behaviour, especially where younger children, or those who need additional support, are learning to share, take turns and develop their listening skills. For example, staff plan shorter group sessions and adapt learning intentions, communication methods and reward systems. Staff encourage children to use their words when they show frustration.

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Behaviour, attitudes and establishing routines Strong standard

Staff use positive language that helps children to develop increased levels of confidence and self-esteem. For example, as children line up to return inside, staff praise children for their positive behaviour and say, 'Shall we count our friends?'. Older children develop wonderful friendships. They play cooperatively and learn about the diversity of the world and the people who live in it. For example, staff plan celebrations that link to stories, activities and the provision of food.

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Children's welfare and wellbeing Strong standard

Children are happy and develop close bonds with caring staff. New families attend events, such as stay-and-play sessions, as part of the excellent settling-in programmes. Each child's key person gathers important information from parents to help children to feel safe, secure and confident to learn. Staff help children to recognise, express and manage their emotions effectively. They read stories and provide quiet, calm and safe spaces in the 'cosy corner' and 'nurture nest' for children to process overwhelming feelings. Staff read stories, and provide books as Easter presents for parents, to help prepare children emotionally for changes in their home life or their next stage of learning. This includes, for example, a new baby, removal of a dummy or learning to use the toilet.

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Children's welfare and wellbeing Strong standard

Staff promote children's health and wellbeing superbly. Older children manage their own personal care needs well, in readiness for school. During the unhurried toothbrushing club, children observe the 2-minute sand timer and staff use activities, displays and discussions to reinforce messages about healthy lifestyles. Children readily tuck into the nutritious home- made lunch. Where parents provide food, staff share healthy lunch box ideas and a wealth of information about preventing poor oral health and obesity. Leaders provide a food bank and signpost parents to a wealth of other services and information that further supports children's safety, welfare and wellbeing.

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Children's welfare and wellbeing Strong standard

Children take part in expansive physical activity. This is a key focus, given many families live in accommodation that does not have outdoor spaces. Staff implement physical activity programmes. Children have immense fun taking part in the morning 'wake up, shape up' routine. Staff sensitively remind children about keeping themselves safe, such as using their 'walking feet' indoors.

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Curriculum and teaching Strong standard

Leaders precisely design the nursery curriculum around the specific context of the community and needs of the families. Staff's swift interventions and provision for children who face any barriers to their learning and/or wellbeing are highly effective. For example, staff devise 6-weekly reflection plans which, if required, progress to meticulous personalised learning plans. Consequently, all children make great progress in readiness for their future transitions. Staff place a particularly significant emphasis on supporting children's independence, social, emotional and communication skills. Staff carefully consider children's abilities and next steps, adapting activities and routines accordingly. For example, older children serve their own lunch and take part in more challenging activities in the new 'creativity cabin'. Staff separate group times and story sessions, recognising where children have a shorter attention span.

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Curriculum and teaching Strong standard

Staff help children to develop vocabulary and communication during daily routines and activities through their high-quality interactions. They offer a sustained narrative and sit and read favourite stories to children. Staff set up activities that link to special books chosen each month. This helps children to make links in their learning. Staff also model storytelling online to parents. Staff ignite children's curiosity and thinking skills. For instance, when children are mixing colours in the richly resourced exploratory kitchen, they ask, 'What would happen if...?' and make comments such as 'Let's use our imagination.' Staff provide expansive opportunities for children to develop their physical skills. Children use balancing equipment, fill containers with soil, use tongs and weave ribbons. Staff provide a wealth of activities that require children to play cooperatively, and they skilfully incorporate

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Curriculum and teaching Strong standard

mathematical concepts into children's play.

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Inclusion Strong standard

Inclusion is at the very heart of this setting. Leaders have an in-depth knowledge of the unique needs of the families who attend. Everyone works tirelessly to reduce any barriers to children's learning and/or wellbeing. This includes children known or previously known to children's social care and those with special educational needs and/or disabilities. There is superior consultation with other professionals, parents and carers, and they provide a wealth of tailored support for families. Staff place no limits on what children can achieve. They swiftly identify children's individual needs through meticulous initial and ongoing assessments that lead to comprehensive support plans and first-class early interventions. Leaders decisively use additional funding to improve disadvantaged children's access to learning opportunities and help them make ample progress in relation to their developmental stage of entry. For example, they use this to purchase resources, increase staffing ratios

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Inclusion Strong standard

and support families to increase children's attendance.

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Inclusion Strong standard

Staff break down specific goals step by step. This means that even the smallest but hugely significant achievements can be celebrated together. Staff genuinely swell with pride when they talk about children's progress. Staff make excellent adjustments so that children benefit from everything the nursery has to offer. They use ample visual and audio cues and wonderfully adapt the environment. For example, staff plan bespoke one-to-one or small- group activities in the new 'nurture nest'. This has been thoughtfully designed to create a quieter, less busy space where children can receive higher levels of support and intensive interactions to accelerate their progress. This is proving to be extremely successful in increasing children's focus and their communication, language and social skills, as are the 'Teddy Talks' and 'Talking Together' early speech and language initiatives.

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Leadership and governance Strong standard

Leaders demonstrate a genuine passion and commitment to providing high-quality care and education. They make decisions that have children's best interests at heart. Leaders work tirelessly, in consultation with their local authority and other professionals, including through network meetings, to improve outcomes for children. Since the last inspection, leaders have made impressive strides that have positively impacted children's care and learning. This includes developing the learning environments, creating new outdoor cabins and regrouping children to meet their differing needs. Leaders have also focused on strengthening collaborative working with the local primary school to support children's transitions to the highest level. Leaders have reviewed accident procedures and hygiene practices, which are now rigorous. Far-reaching development plans are ever-evolving.

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Leadership and governance Strong standard

Leaders closely monitor staff practice and are very mindful of managing staff wellbeing and workload. They provide limitless and precisely targeted continuing professional development opportunities for staff and ongoing coaching to continuously develop teaching and the curriculum. Leaders use local authority training offered to apprentices new to the early years field and provide weekly mentoring sessions as part of their rigorous induction of new staff. Partnerships with parents, carers and other professionals, agencies and outreach services are superb. This provides a whole-community approach to children's care and education. Other professionals praise the nursery's contributions towards securing legal plans for children who require a higher level of support. Electronic journals, reviews and regular 'developmental' calls are just some of the ways staff share children's care and learning with parents and inspire them to be fully part of this. Parents and carers are invited to share their

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Leadership and governance Strong standard

views, including through surveys. They express highly complimentary feedback.

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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 flourish in this highly inclusive nursery where staff have high aspirations for what each child can achieve and give them the best start in life. Children receive extensive support from staff, including children with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing. Consequently, children make ample progress from their developmental stage on entry, in readiness for their future learning. Children arrive happily and confidently. They settle quickly after being warmly welcomed by staff and show excitement for the day ahead. This demonstrates how safe and secure children feel and how much they enjoy their time in the highly stimulating nursery provision that keeps them engrossed in learning.

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

Children show how familiar they are with the very calm, orderly and well-structured routines. These support children's development of independence and social skills extremely well. For example, on arrival, children find their labelled coat peg and wash their hands before using the breakfast cereal dispensers and pouring milk. This continues throughout the day as children engage in daily toothbrushing, serve lunch and put on outdoor clothing. Children learn to manage tasks, such as wiping their own nose in the 'self-care' station. Children build very secure attachments to staff, who work collaboratively to meet children's individual care and learning needs. This helps children to develop high levels of emotional wellbeing and a sense of belonging.

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

Children are highly sociable and mirror staff's kind and respectful behaviours. They have immense fun during activities that require great cooperation. For example, older children create an obstacle course together where they develop their gross motor skills, coordination and balance. They share equipment and use their problem-solving skills to make binoculars. Children excitedly explain how they are going on an adventure to find a bear. This activity arises from a favourite story that children enact with great memory and recall. Staff enhance children's enjoyment through their own high levels of passion and enthusiasm. Younger children learn to take turns as they mix the dough ingredients during small-group activities. They develop important small-muscle strength while doing so.

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Next steps

Leaders should continue to implement and embed plans for development that will help to realise a transformational impact on children's learning and wellbeing.

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About this inspection

The inspector spoke with the provider, leaders and staff, including the special educational needs coordinator and the designated safeguarding lead.

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About this inspection

The inspector spoke to parents and carers during the inspection face to face and over the telephone.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Paskals Day Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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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2 to 4

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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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.

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Urgent improvement

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

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

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