Pavilion Day Nursery

Pavilion Day Nursery

Unique reference number (URN): 120152 Address: The Ridings, Sunbury-on-Thames, Middlesex, TW16 6NX Type: Childcare on non-domestic premises Registered with Ofsted: 15/02/2001 Registers: EYR Registered person: St. Paul's Trading 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 Urgent improvement

Children make variable progress across the setting. Babies and toddlers, including those with gaps in learning and special educational needs and/or disabilities (SEND), make steady progress. Babies enjoy listening to songs and copying actions, which supports their early communication skills. Toddlers make choices about where to play, both indoors and outdoors, and show growing confidence in their play. Children in these rooms develop early independence, with babies beginning to make simple choices, and toddlers developing early self-care skills.

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Achievement Urgent improvement

Leaders have not addressed, as a priority, the variable progress made by some children in the pre-school room. Learning does not consistently build on what children already know and can do, and children with SEND and those who speak English as an additional language do not make the progress they are capable of. Older children are not well supported to develop the skills they need in preparation for school. For example, some children are expected to sit and join in with routines without having developed the skills needed to listen, wait or take turns. As a result, some children are not well prepared for their next stage of learning and do not make the progress they are capable of.

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Behaviour, attitudes and establishing routines Urgent improvement

Staff practice in the pre-school room is inconsistent and ineffective. Staff demonstrate low expectations of children's behaviour and do not always help children follow daily routines. Comments such as children 'just being boys' show a lack of understanding and reduce expectations further. The pre-school room is often noisy and unsettled. Children are seen running indoors, pushing, hitting, snatching and throwing objects. Older children continue this behaviour, including misusing tools and climbing on furniture. Staff do not intervene promptly or effectively and too often ignore unsafe behaviour, which puts children at risk. As a result, children do not develop respect for themselves or others, behaviour disrupts learning and children are poorly prepared for the next stage of education.

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Behaviour, attitudes and establishing routines Urgent improvement

Leaders and staff in other rooms have appropriate expectations of children's behaviour. In the baby and toddler rooms, staff have clear expectations for children's behaviour. They are kind, praise positive behaviour and help children understand right from wrong. For example, staff talk to babies about using 'kind hands' and support them when they feel upset. Toddlers benefit from staff gently reminding children they need to take turns and encourage them to wait patiently with them as they wait for their turn on tricycles. As a result, children in these rooms feel settled and behave appropriately. Leaders understand the importance of regular attendance and punctuality.

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Children's welfare and wellbeing Urgent improvement

Supervision of children during mealtimes, so that someone will notice quickly if a child begins to choke, is not adequate. In one baby room, staff do not always sit with children while they eat. In the pre-school room, children are not consistently monitored during meals and food is not always prepared safely in line with the food safety standards. Additionally, children in the pre-school are seen getting up, jumping and moving around while eating, which places their health and safety at risk. All children are provided with healthy, nutritious food.

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Children's welfare and wellbeing Urgent improvement

Overall, the setting is welcoming, and children's physical care is generally well managed. Hygiene practices are followed, and independence is promoted in the younger rooms. However, staff in the pre-school room do not consistently support children to develop independence, such as managing their own self-care. Key-person arrangements are in place, and parents know who their child's key person is. In the baby and toddler rooms, younger children show secure and responsive relationships with staff. However, children's welfare and emotional wellbeing are not consistently promoted, particularly in the pre-school room. The key-person system is ineffective for some children, including those with special educational needs and/or disabilities. Staff are unable to manage the high level of need effectively, resulting in some children not receiving sufficient emotional support from their key person. This means children struggle at times of change, such as lunchtimes. Leaders

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Children's welfare and wellbeing Urgent improvement

understand their role in supporting children to use digital technology safely.

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Curriculum and teaching Urgent improvement

Leaders and staff in the pre-school room do not implement or teach the setting's curriculum to an acceptable standard. Children in the pre-school, including those with special educational needs and/or disabilities, do not benefit from a curriculum that meets their individual needs or supports them to build on their knowledge and skills for future learning. The learning environment is not sufficiently inclusive, and teaching does not routinely build on children's starting points. Children with additional needs are frequently observed disengaged or without purposeful adult support, despite staff being aware of these needs.

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Curriculum and teaching Urgent improvement

Leaders do not check sufficiently that the curriculum is implemented effectively in the pre- school room, resulting in inconsistent teaching. Although some staff spend time with children, they do not consistently interact purposefully or adapt their practice when children need more support. Noise levels in the pre-school room are not managed well, which further impacts on learning. Consequently, some children do not achieve as well as they could. In contrast, staff in the baby and toddler rooms are attentive and responsive, ensuring that children's emotional needs are met through activities that promote communication and language development and provide opportunities for physical development through movement, dance and imaginative play. During these activities, staff skilfully incorporate mathematical language into daily routines.

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Inclusion Urgent improvement

Leaders and staff do not have a clear understanding of the quality of provision. Leaders' arrangements for monitoring, supervision and observation of staff's practice are weak. As a result, poor practice in the pre-school room is not identified or challenged effectively, allowing inconsistencies in staff's teaching to persist. Consequently, barriers to learning that children have, including those who need additional support and adaptations, are not targeted or addressed by staff effectively in the pre-school room. Leaders acknowledge weaknesses when these are identified for them at inspection. Staff report that they feel supported by leaders and that their wellbeing is promoted. The adult-to-child ratios are met, and staff are deployed appropriately across the setting to ensure that they can see children. However, despite these strengths, the quality of teaching and the actions leaders take to reduce barriers to children's learning and wellbeing remain

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Inclusion Urgent improvement

inconsistent. Leaders provide staff with access to training. They do not evaluate the impact of this training on practice well enough. Consequently, learning from training is not embedded and weaknesses in teaching and interactions and behaviour continue. As a result, children's experiences vary across the setting. Parents spoken to during the inspection are positive about the staff team and the care their children receive. This demonstrates that relationships with families are secure. Leaders use early years pupil premium funding to support children's progress.

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Leadership and governance Urgent improvement

Leaders do not have a clear or accurate understanding of the provision's strengths and weaknesses. Arrangements for supervision, observation and monitoring of practice are ineffective, meaning leaders do not consistently identify or tackle areas of poor practice, particularly in the pre-school room. Leaders have weak oversight of practice in the pre- school room and do not have a secure understanding of what is happening on a day-to-day basis. As a result, poor practice is not identified promptly, leading to breaches of requirements that have a negative impact on children's learning, achievement, behaviour and welfare.

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Leadership and governance Urgent improvement

Staff report that they feel supported in their roles and that their wellbeing is promoted. Staff have access to training opportunities. However, leaders do not review or monitor the impact of training effectively to ensure that it is embedded in practice or to address inconsistencies in teaching quality. Consequently, leaders do not reflect sufficiently on practice and do not prioritise the needs of all children, particularly for those with special educational needs and/or disabilities and other children who may face barriers to learning, and, therefore, allow weaknesses to persist.

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Leadership and governance Urgent improvement

Parents spoken to during inspection provide positive feedback about staff and the overall provision. Appropriate policies and procedures, including those relating to smoking and vaping, are in place and understood by staff. Leadership and management arrangements remain unchanged. Leaders ensure that adult-to-child ratios are met and that staff are generally deployed appropriately across the setting.

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

There are significant breaches of requirements at this nursery. These have a negative impact on children's learning, achievements, behaviour and welfare. Leaders have poor oversight of the practice that is occurring in the pre-school. They are unaware and shocked when they see the insufficient practice and care.

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

Children's experiences within the nursery are variable depending on the rooms they are attending. For example, children in the younger rooms benefit from staff who are engaging and supportive of their interests. However, children in the pre-school room receive a poor quality of education. Leaders do not ensure that staff in the pre-school room are delivering an effective curriculum to help all children, including those who are disadvantaged, those with special educational needs and/or disabilities, those known (or previously known) to children's social care and those who face barriers to their learning and/or wellbeing, make the progress they are capable of.

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

Although some staff engage with the children well, specifically in small-group activities, this is not consistent in the pre-school room and, consequently, children are not benefiting from high-quality interactions. For example, children in the pre-school spend a vast amount of time floating aimlessly between activities, with no interactions from staff and too often behaviour is poor. Staff within this room fail to spark children's learning, curiosity and skills through purposeful activities.

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

Children in the younger rooms experience a warm and nurturing environment. They develop secure and positive relationships with staff, who are kind and model respectful behaviour. Staff use praise and gentle reminders consistently, such as acknowledging when children share. As a result, children feel supported and behave in a cooperative way. However, in contrast, behaviour in the pre-school room is often poor. Too often, staff are seen to ignore unacceptable behaviour, such as children running indoors, shouting and hitting at others in play. Staff do not consistently challenge this behaviour or provide clear expectations and boundaries. As a result, low-level behaviour issues escalate and disrupt children's learning and wellbeing.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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About this inspection

The inspectors spoke with leaders, staff, including those with key roles of designated safeguarding leads and the special educational needs coordinator, children and parents 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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Address:

The Ridings Sunbury-on-Thames Middlesex TW16 6NX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: St. Paul's Trading 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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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.

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Urgent improvement

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

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