St Paschal Baylon Nursery and ASC LTD

St Paschal Baylon Nursery and ASC LTD

Unique reference number (URN): 2824363 Address: St. Paschal Baylon Primary School, Chelwood Avenue, Liverpool, Merseyside, L16 2LN Type: Childcare on non-domestic premises Registered with Ofsted: 03/02/2025 Registers: EYR Registered person: St Paschal Baylon Nursery & A.S.C 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 Expected standard

Children, including children with special educational needs and/or disabilities and those who speak English as an additional language, make progress from their starting points. All children gain independence skills. Children benefit from fun story time sessions in an environment carefully designed to foster a love of books. These are easily accessible to all children indoors and outdoors. Children enjoy creative activities linked to next steps in their learning. Children play collaboratively, with negotiation and turn-taking skills evident. These skills will support them as they move to school.

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Achievement Expected standard

Children demonstrate their autonomy as they make decisions, for example when to play in the construction area and what to make. Children persevere at tasks, bringing friends in to support them as they try to make their construction tower even taller. For instance, children talk together and create a plan to build higher than they can currently reach. This 'can-do' attitude will be beneficial in their next stage of learning.

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Achievement Expected standard

Children have opportunities to practise new skills and extend their learning in a supportive environment. They develop an understanding of risks and personal safety through supervised play and activities that encourage safe exploration. Younger children practise on the climbing equipment with assistance from staff, which supports their core strength and balance. Older children develop increasing independence, attempting more challenging physical tasks, such as traversing monkey bars. Children typically benefit from activities that are carefully sequenced so that they can embed the skills they need to be successful.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have high expectations for all children. Staff demonstrate consistently positive behaviours and regularly model good manners. Staff consider the age and ability of children when setting expectations. For example, they help all children consider each other's feelings by tailoring the language they use to help children's understanding. Children use the abundant resources safely and communicate well as they play collaboratively with friends.

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Behaviour, attitudes and establishing routines Expected standard

Staff and children develop relationships that are happy, loving and trusting. They offer an abundance of praise to recognise children's achievements. Children respond well to this, which boosts their self-esteem and supports their positive attitude towards learning. Children form warm friendships with their peers. They are delighted for each other's arrivals and quickly make plans for playing together.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff at the setting encourage parents and carers to share information about their children on arrival at the setting. This helps them to understand how to best care for children on that day. Leaders monitor attendance and work closely with families to help improve communication around absences. Staff provide support for parents to help them implement positive behaviour routines at home. This helps children to get the maximum benefit from the setting and promotes purposeful links between home and the setting.

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Children's welfare and wellbeing Expected standard

Leaders and staff work in close partnership with parents and carers to support children's wellbeing and progress. Staff work with parents to create a plan to support children when they identify gaps in children's learning. This helps children to benefit from a consistent approach. Staff use advice and expertise from other agencies to further enhance the provision offered to children with special educational needs and/or disabilities. Staff gather important information about children's individual needs. Where children have allergies or medical needs, this information is shared so that children can be supported and kept safe. For example, robust systems are in place to ensure children with allergies are only offered foods that are suitable for them.

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Children's welfare and wellbeing Expected standard

The key-person system is well embedded. Children have secure relationships with their key person and with other staff who care for them. Leaders and staff have secure knowledge of all children in their setting. They talk passionately about children's interests and the activities linked to them. For example, staff design very creative tuff tray activities that engage and motivate children to learn.

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Children's welfare and wellbeing Expected standard

Leaders and staff promote healthy lifestyles. Children are supported to develop positive hygiene habits, including regular handwashing. In addition, staff talk with children about the health benefits of certain foods during snack time. This helps children create healthy habits that can be taken into the next stage of their learning.

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Curriculum and teaching Expected standard

The curriculum is effectively designed to support all areas of learning. Staff plan effectively for children's next steps. They make adaptations to ensure that all children, including those with gaps in their learning, can make steady progress. The curriculum builds on the small steps of knowledge that children need to learn and the order that this should follow. Younger children manipulate play dough by squashing, rolling and squeezing it to recreate characters from their book of the week. However, some aspects of the curriculum need to be further refined to ensure that it consistently keeps older children engaged. For example, some activities are pitched slightly below the skill levels of older children, which limits their learning in those moments.

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Curriculum and teaching Expected standard

Children benefit from activities that enhance their creativity and imagination. Staff skilfully engage with children who are building. They give verbal challenges that motivate children and encourage critical thinking. Staff enhance the area with resources to add complexity. Children use past learning as they problem-solve and make increasingly tall yet stable structures. As a result, children develop skills that will support future learning.

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Curriculum and teaching Expected standard

There are ample opportunities to support physical development. Children benefit from space to run, climb and balance. They enjoy riding bikes, scooping sand and filling containers. Staff use these opportunities to introduce mathematical language. Children count as they fill and empty containers in the mud kitchen, and they link that counting to physical numbers placed in the environment.

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Inclusion Expected standard

Leaders for those children with special educational needs and/or disabilities attend meetings and work with other professionals, such as local authority specialist teachers and health visitors. They work closely with staff, parents and carers to ensure there is a coordinated approach. Those with lead responsibility for inclusion understand their roles and responsibilities well. They have a secure understanding of various referral processes. As a result, children receive timely referrals to seek specialist support. Staff and parents are fully included in the process and understand the importance of working closely with external professionals.

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Inclusion Expected standard

All children receive effective early assessment for their ages. Children who face barriers to their learning receive tailored next steps and one-page profiles. This supports staff to prioritise areas of learning that children need most. As a result, children typically make the individual progress they are capable of. Leaders ensure any additional funding they claim is used effectively. They spend funds appropriately to make a difference to children. Leaders and staff evaluate the effectiveness of this funding. All staff create an inclusive environment where they identify and support children's individual needs, adapting practice as needed. This supports all children to develop confidence and independence.

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Leadership and governance Expected standard

Leaders have a clear and ambitious plan for the setting. They offer a curriculum that supports children to be independent and creative and to develop physical attributes. Leaders also ensure that communication and language, mathematics and a love of books are firmly embedded in the teaching offered.

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Leadership and governance Expected standard

Leaders have implemented robust systems for safer recruitment, including checks on staff's ongoing suitability to work. Leaders offer secure induction, supervision and mentoring of staff. Staff report that they feel well supported and valued and share that leaders have a genuine regard for their wellbeing and workload. In addition, staff benefit from coaching and peer support to build knowledge and share skills. However, the programme of professional development requires more focus to ensure staff have the skills required to continually improve the consistency of their teaching.

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Leadership and governance Expected standard

Leaders know the importance of working with external professionals to ensure that children get the support that they need. This is particularly evident for children with special educational needs and/or disabilities, which helps to reduce barriers to children's learning and supports all children to make secure progress. In addition, parental and carer partnerships are well considered, effective and valued by the families who attend. Leaders place an emphasis on being a significant part of the local community.

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

Children are happy and safe at this vibrant setting. They arrive with confidence, quickly meet friends and delve into a variety of activities that staff have thoughtfully planned. Children have a sense of belonging and are confident and well-mannered individuals. Staff nurture children's independence by teaching them the skills to do things by themselves. For example, they teach children how to dress independently, wash their own hands and help to tidy toys away.

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

Staff obtain information about children's learning from parents and carers. These initial starting points help staff to provide activities that capture children's interest and motivate them to learn. Children benefit from regular access to the secure outdoor area. They enjoy time in the fresh air, climbing, running and riding bikes. This supports children to develop core muscles and ensures they receive plenty of physical exercise. In addition, malleable activities develop children's hand–eye coordination and dexterity as they strengthen their small muscles.

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

Staff have robust procedures in place to encourage regular attendance. The key-person arrangements are effective. Children, including those with special educational needs and/or disabilities, have warm bonds with their key person, which helps them to feel safe, settled and valued. Children benefit from a broad curriculum and receive support through high- quality interactions. Staff know what they want to teach children next and help children to continually build on what they already know and can do.

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

Staff support children incredibly well for their eventual move on to school. Links with the local adjoining primary school are rooted in mutual trust and respect, with children accessing the school dining area at lunchtimes in partnership with them. Staff meet with school teachers for transition reports. Children visit their new teachers and get to see their new classrooms. This helps children to build a sense of excitement about their next steps in learning.

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Next steps

Leaders should refine the curriculum for older children to keep them better engaged in their learning. Leaders should strengthen the programme of professional development to help raise the quality of teaching.

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About this inspection

The inspector spoke with leaders, the nominated individual, staff, parents and children.

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Address:

St. Paschal Baylon Primary School Chelwood Avenue Liverpool Merseyside L16 2LN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: St Paschal Baylon Nursery & A.S.C Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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Age range of children at the time of 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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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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