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
Inspection report: 8 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Strong standard
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.
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.
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.
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.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met

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.
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.
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.
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.
About this inspection
The inspector spoke with the provider, leaders and staff, including the special educational
needs coordinator and the designated safeguarding lead.
The inspector spoke to parents and carers during the inspection face to face and over the
telephone.

Inspector:
Rachel Ayo
About this setting
Unique reference number (URN): 2538363
Address:
Warmsworth Road
Balby
DN4 0RD
Type: Childcare on non-domestic premises
Registration date: 31/05/2019
Registered person: Paskals Day Nursery Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Doncaster
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 8 June 2026
Children numbers
Age range of children at the time of inspection
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.

Total number of places
25
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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