Paskals Day Nursery Limited

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 and support families to increase children's attendance.

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.

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.

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 mathematical concepts into children's play.

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 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.

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.

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.

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.

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.

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.

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.

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.

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