Paskals Day Nursery Limited

Inclusion: Expected standard

Children's individual needs are identified and reviewed through accurate assessment and ongoing monitoring. Staff implement small step, achievable goals for children with special educational needs and/or disabilities (SEND). This means they make swift progress from their starting points, particularly in communication and language and their self-regulation. Targeted staff training, such as 'Adverse Childhood Experiences' training, gives staff the knowledge and skills to adapt their teaching and support better outcomes for children. For instance, children enjoy small-group activities throughout the day, such as singing favourite songs and rhymes. Staff plan these well to minimise distractions, which helps children to listen and concentrate.

Generally, leaders engage with families, professionals and external agencies to shape children's support, opportunities and experiences. For children with SEND, parents and carers have regular meetings with key staff where they review targeted adaptations, partnerships with external agencies and effective use of additional funding. However, not all parents have regular opportunities to meet with their key person to discuss and review their children's progress. In addition, the learning environment and curriculum does not yet consistently reflect the cultural diversity of children's home lives.

Curriculum and teaching: Expected standard

Leaders have established a suitable curriculum with clear objectives that prioritise communication and language, early mathematics, children's self-care and emotional development. Staff generally sequence learning well and adapt teaching for disadvantaged children and those with special educational needs and/or disabilities. Daily routines are used purposefully. For example, children use name cards throughout the day, such as registration and identifying their place at group and mealtimes. This supports letter recognition and word formation. They develop independence when finding their space and belongings. It fosters their social skills and sense of community when they point out their friends' names.

Staff model simplified language and sign language to promote children's vocabulary. Children listen to favourite stories that introduce them to new words. For example, they find out that baby dragons hatch and sneeze fire. Staff encourage children's interaction by questioning how they might put the fires out. Staff promote children's mathematical knowledge. Children learn to count to 10, use numbers in context, such as having 5 carrots, and begin to recognise numbers. However, staff do not consistently extend learning for most-able children. For instance, they do not encourage children to think about how many pieces they have once they have cut their cucumber slice into quarters. This means children are not fully supported to make the best possible progress.

Achievement: Expected standard

Children are prepared for their next stage of learning and development, including school. They benefit from staff's assessments to set targets and the training that staff undertake, which help them understand the extra support children might need to focus on their learning and manage their emotions. As a result, all children make effective progress from their starting points, especially in communication and language. For example, children who have additional support to develop their speech, explain that elephants have trunks and tusks. Staff promote children's independence in self-care. They remind children about good hygiene, such as wiping their nose and cleaning their hands afterwards. Children learn about a healthy diet, such as the impact of protein on their bones or too much sugar on their teeth. During group discussions, children think about appropriate clothing for the weather. At times, staff do not support children to consolidate and embed learning, such as linking their morning discussions to getting ready for outdoor play.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have created a positive environment in which children are settled, keen to learn and feel safe. Staff are excellent role models who promote a culture of kindness and respect. They help children to understand the expectations for their behaviour through age-appropriate guidance and gentle reminders. Children collaborate, take turns and care for resources. Changes to room layout and outdoor spaces have improved children's safety, regulation, confidence and engagement. During outdoor play, children develop spatial awareness and learn to manage risk. Staff provide additional support when needed, such as when children are balancing across obstacle courses. Daily routines are purposeful and established. Staff adapt them for children's age and stage of development, which helps children build their sense of belonging. Visual timetables and clear cues from staff help children to understand when routines are going to change. This supports children with special educational needs and/or disabilities particularly to cope with transitions. They also benefit from the staff's extra support at mealtimes to help them participate and take responsibility for everyday tasks.

Children's welfare and wellbeing: Expected standard

Leaders have established a welcoming environment with high expectations for all children's welfare and wellbeing at its core. They work closely with other professionals and parents to ensure that care practices meet children's individual needs. Parents and carers describe the setting as friendly, that leaders are always happy to help and staff are amazing. Children have close relationships with their key person, and well-organised routines help them to feel secure. Staff promote good health and hygiene, such as handwashing and nose wiping. Leaders are aware of the difficulties for parents of finding a dentist. They provide information about oral health and healthy diets. Staff teach children about personal safety, such as stranger danger and people who are there to help them, through stories and play. Leaders provide parents with relevant safety information, such as how to keep children safe online, risks from dangerous dogs or crime. Leaders work with parents to promote regular attendance so that children fully benefit from the education and experiences on offer. Children attending the setting have different cultural backgrounds and experiences, and leaders have not yet considered how they can fully embrace cultural diversity.

Leadership and governance: Expected standard

Leaders have made significant improvements since the last inspection, including supervision, hygiene, curriculum intent and support for children with special educational needs and/or disabilities (SEND). They have a clear action plan, which is continually evaluated in partnership with staff and other professionals to maintain the drive for further improvement. Leaders understand their strengths and identify areas for development. Their strong focus on training and professional development means staff have improved their knowledge and raised the standard of care and teaching. Leaders support staff's wellbeing. They provide new staff with gradual inductions and effective coaching to ensure that they understand their role and responsibilities. Leaders work closely with external agencies, including the local authority inclusion team and social care, to ensure that children are protected and thrive. Arrangements for sharing information with all parents so that they are continually involved in assessment and planning are not yet embedded, beyond the strong offer already in place for families of children with SEND.