Partou St Mary's Day Nursery & Pre-SchoolOfsted report card, 15 Sept 2026

Partou St Mary's Day Nursery & Pre-School

Unique reference number (URN): 2545639 Address: 65 Bawtry Road, Doncaster, Yorkshire, DN4 7AD Type: Childcare on non-domestic premises Registered with Ofsted: 14/08/2019 Registers: EYR Registered person: Just Childcare 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

All children, including those who are disadvantaged, build positive relationships with staff. Children show that they feel emotionally secure in their care. As a result, they become confident and develop their independence in readiness for moving on to the next stage in their education.

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Achievement Expected standard

Babies who are new to the setting settle quickly with key persons and other staff. They develop their physical skills well, learning to crawl, cruise and balance. Toddlers grow in independence as they begin to serve their own portions of food at mealtimes. Children hold simple conversations with each other and the adults who care for them. Pre-school children show a wonderful sense of creativity. For example, children draw pictures of scenes from their favourite books. They pay close attention to their drawings and add lots of interesting details. Children learn how to share and take turns when playing with others, which, in turn, supports them to build friendships with their peers.

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Behaviour, attitudes and establishing routines Expected standard

Staff share the 'golden rules' with children. For instance, staff remind children that they should use 'kind hands'. This supports their understanding of what is expected of their behaviour. Consequently, children typically play and learn well together. If children do become upset, for example when waiting for a turn with a toy, staff support them sensitively. For instance, staff kindly ask if children would like to hold their hands, to help them to feel better while waiting for their turn. This supports children to begin to understand and manage their emotions.

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Behaviour, attitudes and establishing routines Expected standard

Staff use clever strategies to help those children who need further support for their behaviour. For example, staff use a sand timer to support children to understand when it is time to stop and move on to the next daily routine. This helps to ensure smoother transitions for those children who may find these times of the day difficult.

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Behaviour, attitudes and establishing routines Expected standard

Leaders routinely follow up on children's unexplained or repeated absences. This helps to ensure children's ongoing safety and welfare and encourages families to ensure that children benefit from their full educational entitlements.

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Behaviour, attitudes and establishing routines Expected standard

Leaders previously recognised that some routines, such as when coming inside after outdoor play, could be better organised. Leaders and staff are continuing to build on the improved organisation of these times of the day. This supports children to know what to expect, and as a result, they typically follow daily routines successfully.

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Children's welfare and wellbeing Expected standard

Leaders have worked hard to create a warm, inviting and engaging nursery space that children enjoy attending. The nurturing staff communicate effectively with each other to quickly respond to children's needs. For example, they recognise when children are ready for a nap and place them down to sleep safely. Those known, or previously known, to children's social care build close bonds with their key persons.

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Children's welfare and wellbeing Expected standard

Staff support children to become independent in their self-care. For instance, children get their own tissues to wipe their noses. They learn to persevere and use tongs and spoons to serve their own meals and snacks. The food offered to children is healthy and includes portions of fruit and vegetables. Children learn to make healthy choices, and develop an overall positive sense of wellbeing. Staff support children to take part in toothbrushing sessions. This helps children to develop good oral health habits.

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Children's welfare and wellbeing Expected standard

Leaders have identified fun ways to build on children's interest in technology in a safe way and without the use of screens. For example, leaders have introduced remote-controlled toys. Children delight in exploring how to make the remote-controlled 'mice' move around the nursery floor. They learn about cause and effect and develop their understanding of the wider uses of technology.

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Curriculum and teaching Expected standard

Leaders and staff have developed a curriculum that is tailored to meet the needs of all children who attend. Staff use their assessments of children's development and work with parents and carers to decide what children need to learn next. They consider how they will plan activities and experiences to support all children to work towards these next steps in their learning. They understand the skills that children need to develop before moving on to the next stage in their education. As a result, children are well prepared to move on to the next aged room in the nursery, or for starting school.

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Curriculum and teaching Expected standard

Staff typically narrate children's play and consider the vocabulary they want children to know and use. Leaders have supported staff to promote language and conversation in the nursery. For example, during care routines, such as nappy changes, staff sing or talk to children. However, on occasion, staff working with younger babies do not consistently respond to children's babbles in ways that further promote their early communication skills.

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Curriculum and teaching Expected standard

Staff ensure that children receive daily opportunities to play outdoors and be physically active. The indoor environment is well resourced to support children to develop their climbing and balancing skills. Staff introduce mathematical concepts to children, such as by reciting numbers in order or counting the number of objects on a page in a book. They ensure that children receive many opportunities to play and learn together. This helps to promote the development of their social skills.

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Inclusion Expected standard

Leaders and staff quickly get to know children. This, in turn, supports them to swiftly identify any gaps in children's development. Leaders and staff ensure that there are no delays in putting into place the relevant support that children with special educational needs and/or disabilities may need. This includes children who are very new to the nursery. Leaders and staff ensure regular communication with families of children who are known (or have previously been known) to children's social care. This ensures that children's needs continue to be met. Leaders and staff put in place interventions for children who have gaps in their learning. These plans support children to work towards personalised next steps in their development. These next steps are then are broken down into smaller achievable targets. Leaders and staff work well together to regularly review the impact of these plans and adapt them as

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Inclusion Expected standard

needed. They liaise with relevant professionals, such as physiotherapists and health visitors, about how they can successfully support children's needs. This supports children to continue to make progress towards their individual development goals.

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Inclusion Expected standard

Leaders have outlined their plans to use early years pupil premium funding to access staff training in order to further promote children's literacy skills and love of stories. Leaders have also used funding to develop a sensory room in the nursery. Staff say that this helps to support children who need further help to manage and regulate their emotions.

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Leadership and governance Expected standard

Leaders have high ambitions for all children to reach their full potential. This has driven them to make improvements to the nursery. Following previous challenges in recruiting staff, leaders have now recruited a stable staff team. This provides consistency for children's care and learning.

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Leadership and governance Expected standard

Parents and carers praise the staff team for the compassion and care that the team shows towards the children. They report that staff communicate well about children's learning and routines, via daily handovers or through the use of an app. As a result, parents remain well informed about their children's development and build positive relationships with the staff.

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Leadership and governance Expected standard

Staff report positive levels of wellbeing and support from leaders. Apprentices say that they feel well supported in working towards achieving their childcare qualifications. New staff state that their inductions have supported them in understanding the nursery's ethos. Leaders have focused on ensuring that all staff receive the necessary training to carry out their roles. Leaders acknowledge that the newly established staff team is now ready to take part in more focused training, to further raise the quality of staff's interactions with the youngest children.

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Leadership and governance Expected standard

Leaders previously notified Ofsted of a breach of requirements relating to child supervision and safer sleep. The notification means that the provider met their legal responsibility, as set out in the statutory framework for the early years foundation stage, to notify Ofsted of significant events. Leaders have taken appropriate action to address the breach. They have refreshed staff's knowledge of safer sleep requirements. Leaders have updated policies to remind staff of their responsibilities relating to the supervision of sleeping children. Leaders have put in place further monitoring of sleep times, to ensure children's ongoing safety.

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

Children receive lots of cuddles and warm interactions from the caring staff. This helps to support children to feel safe and happy in the nursery. Children learn to listen to instructions well and successfully follow daily routines. They enjoy making choices about their play or exploring their interests. For instance, babies pretend to talk on the toy telephone, showing their eagerness to communicate. Older children show this ongoing sense of imagination as they play in the pre-school home corner and pretend to be hairdressers. Children show enthusiasm towards their play. They become self-assured learners and make steady progress from their starting points.

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

Children receive opportunities for learning that they may not experience at home. For example, they take part in group dance or sport sessions led by staff who are skilled in these areas. Children show great pleasure when taking part in a dance activity. They show how they are learning to balance on their tiptoes and make simple ballet poses. Leaders understand the importance of ensuring that all children feel included and have access to these opportunities.

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

Children with special educational needs and/or disabilities receive the relevant support that they need for their care and development. For instance, children are supported by staff to use specialised equipment that meets their needs. Children's understanding and communication are supported by staff's use of physical objects or picture cards alongside spoken words. Staff find out and use key words in children's home languages. Children who may have language and/or communication difficulties learn to understand routines and develop their vocabulary.

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

Children and families are encouraged by staff to make use of home-learning activity bags, or to borrow books from the nursery lending library. They are supported to share knowledge and experiences about their cultures and home celebrations. This promotes children's knowledge of diversity and the differences between themselves and others. Leaders speak with families about the importance of routine attendance. Consequently, children attend well. They develop positive routines that prepare them well for the next stage in their education.

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Next steps

Leaders should support staff who work with babies and younger children to strengthen and build on the existing strategies for developing children's early communication and language skills. Leaders should evaluate the nursery more effectively in order to target training and professional development opportunities to meet the individual needs of staff, to ensure consistently high-quality teaching and interactions.

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Address:

65 Bawtry Road Doncaster Yorkshire DN4 7AD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Just Childcare 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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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator and parents and carers 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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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. This data is from 15 September 2026

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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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