Pavilion Preparatory School and Kindergarten

Inspection of Pavilion Preparatory School and Kindergarten The Pavilion, Clarence Gate, Woodford Green, Essex IG8 8GQ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children arrive to a warm welcome from kind and nurturing staff. They show they feel safe and secure as they explore the well-resourced environment. When children need reassurance, staff respond quickly. They provide cuddles and kind words, which helps to build on children's sense of belonging.

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The provision is good

Staff support children to learn about the wider world and communities beyond their own. They ensure that the setting is inclusive and diverse. Staff explore different cultures with children and teach them about a range of religious celebrations. For example, children have recently learned about Easter with an event at nursery. Parents and children made Easter bonnets for a parade, took part in an egg hunt and had a special Easter tea party. Parents appreciate staff's involvement in religious celebrations, such as Eid.

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The provision is good

All staff are attentive and are good role models. They have high expectations. Children understand these expectations and demonstrate excellent manners and behaviour. Staff encourage children to develop their social skills. For example, they demonstrate how to take turns. Staff praise children when they are kind and considerate to others. They involve older children in day-to-day jobs, such as clearing away and setting up for mealtimes. This helps children to feel confident and develops their self-esteem.

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need to do better?

n Children make good progress in their development. Staff sequence the curriculum to build on what children already know. For example, they teach children that bees make honey by collecting nectar from flowers. Children build a bug hotel so that they can explore minibeasts in the garden. Their literacy skills develop well. Staff display inviting books across all rooms and encourage children's love for books. n Parents speak highly of the setting and many families have had older siblings who attend. They say their children really enjoy attending. Parents spoke to the inspector about the great relationship their children have with their key person and how helpful leaders are. Parents receive feedback about their child in everyday activities and their overall development. n All staff establish secure and trusting relationships with children. This helps all children to settle quickly into the setting. Children enjoy the positive interactions

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need to do better?

with staff. They enjoy plenty of opportunities to be physically active and enjoy a range of nutritious food. Children become more independent. For example, they carefully pour their drinks from a jug at mealtimes and put on their coats and boots to go into the garden. n The knowledgeable special educational needs coordinator knows children's

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need to do better?

22 May 2024 needs well. She ensures that any concerns are brought to the attention of parents quickly and puts strategies in place straight away. This ensures that gaps in children's development close quickly. Staff support children who speak English as an additional language from the very start. They learn key phrases in children's home languages and use visual aids to help them to understand what is happening next. n Staff support children's communication and language development well. They provide running commentaries during activities. Staff allow children ample time to respond to questions and broaden their vocabulary by introducing new words to the conversation. For example, staff introduce the word 'antenna' when exploring minibeasts with the older children. Staff in the toddler room encourage children to identify farm animals and the sounds they make. They use Makaton signs to support babies' early language.

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need to do better?

n Older children enjoy a range of opportunities to use their imagination and creativity. For example, staff provide children with paints, stones, paper and cardboard to create minibeasts. Outside, children take part in sand and water play. However, staff provide fewer opportunities for the youngest children to express high levels of creativity and imagination, such as through sensory and creative activities. n Staff receive the mandatory training they need. There is a culture of evaluating and sharing new ideas. For example, staff share information from training they have attended with the team and support them when introducing strategies, such as the introduction of Makaton. However, some staff's professional development is not always fully focused on consistently enhancing their knowledge and practice to a higher level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n support staff to extend opportunities for younger children to develop higher levels of imagination, exploration and creativity n develop opportunities to extend staff's knowledge and practice to an even higher level.

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Setting details

Unique reference number EY461017 Local authority Redbridge Inspection number 10335449 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 64 Number of children on roll 52 Name of registered person Educational World Limited

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reference number

Telephone number 0208 5056565 Date of previous inspection 15 June 2018

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Information about this early years setting

Pavilion Preparatory School and Kindergarten registered in 2013. It is situated within the grounds of Repton Park in Woodford Green in the London Borough of Redbridge. The setting is open Monday to Friday from 8am to 6pm all year round, apart from the working days between Christmas and New Year. The nursery receives funding to provide free early education for children aged two, three and four years. There are 15 staff, including the manager. Of these, one member of staff holds qualified teacher status, one holds a qualification at level 6 and one holds a qualification at level 5. Eight members of staff hold a qualification at level 3, one holds a qualification at level 2 and the manager holds a qualification at level 7. Two members of staff are working towards a qualification at level 4.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken that into account in their evaluation of the setting. n The manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector carried out joint observation with the manager. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Children spoke with the inspector during the inspection. n The inspector spoke to several parents during the inspection and took account of their views.

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Inspection activities

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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Inspection activities

22 May 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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