The Pavilion Montessori School

The Pavilion Montessori School

Unique reference number (URN): EY318489 Address: The Pavilion, Trowlock Way, Teddington, Middlesex, TW11 9QY Type: Childcare on non-domestic premises Registered with Ofsted: 17/01/2006 Registers: EYR Registered person: Dann, Susan

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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 Strong standard

Children achieve extremely well as they move through the provision. They are thoroughly prepared for transitions into new age groups and ultimately into school. Children have very high self-esteem and confidence and are highly independent. They are carefully supported in developing essential skills, which they practise eagerly. Due to this, they have a strong foundation from which they can build on what they already know and can do. This helps them to make rapid progress.

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Achievement Strong standard

Across all age groups, progress is commendable, and children achieve both academically and personally. Children are excited to learn and try new things. They show great pride in their achievements and confidently show their friends and staff what they can do. Children enjoy communicating and learning new words, which they confidently incorporate into their play. They enjoy opportunities to speak in front of groups and listen intently when others are speaking. These opportunities help children thrive in their learning journey and ensure they are well equipped for the next stage of education.

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Behaviour, attitudes and establishing routines Strong standard

Staff organise routines very well to enable children, including the youngest, to enjoy a wide range of experiences while benefiting from focused support. Children's behaviour is remarkable. They consistently demonstrate respect and courtesy, with even the youngest children displaying thoughtful manners, such as saying 'bless you' when someone coughs or sneezes. Children have a secure understanding of behavioural expectations and apply them independently. They remind one another of the importance of sharing, invite peers to join activities and confidently seek staff guidance when required.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have a secure knowledge of the families who attend the provision. They anticipate and respond swiftly to any unexpected needs, ensuring that all children, including those who are disadvantaged or face barriers to their learning, receive targeted and effective support. Staff are vigilant in monitoring attendance and work proactively with parents to promote its importance.

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Behaviour, attitudes and establishing routines Strong standard

Children collaborate harmoniously, showing respect and responsibility in achieving shared goals. Older children excel in supporting younger peers, displaying pride in their role and modelling positive behaviours. Kindness and respect are embedded across the provision. Older children, in particular, demonstrate highly positive attitudes to learning, persevering with tasks and maintaining very high levels of concentration.

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Children's welfare and wellbeing Strong standard

Children's wellbeing is central to the ethos of this provision. Across all ages and stages of development, children display extremely high levels of independence and self-assurance. Those who encounter barriers to learning receive consistently high-quality support. This is not only from their key person but from all staff, who know each child and their family exceptionally well.

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Children's welfare and wellbeing Strong standard

Children feel safe and nurtured and are encouraged to take responsibility for their personal needs, with staff providing sensitive guidance when required. Staff consistently promote children's sense of identity, self-awareness and resilience impressively well. Children who speak English as an additional language benefit from targeted support. Staff value and use home languages, fostering opportunities for children to communicate with peers and share bilingual resources. Parents from diverse backgrounds also receive support and links with other parents to promote relationship building in the community.

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Children's welfare and wellbeing Strong standard

Parents contribute significantly to the inclusive ethos, ensuring that diverse cultures and traditions are celebrated. Children take pride in sharing special occasions, strengthening friendships and building confidence. Carefully structured routines prepare children effectively for each stage of development and transitions across age groups. Children articulate their ideas and emotions with clarity, demonstrate high self-esteem and make emotionally secure friendships.

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Curriculum and teaching Strong standard

The quality of teaching across the provision is highly effective, with many staff being qualified teachers who demonstrate expert knowledge of child development. Their skill in promoting children's understanding is evident in the way they extend ideas through focused one-to-one teaching, offering challenge and encouragement where appropriate. Older children confidently verbalise their thoughts and interests, engaging in meaningful dialogue with staff and peers. They access a rich variety of bilingual fiction and non-fiction texts, often choosing to share books together, exploring information about volcanoes and talking about the hot lava exploding.

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Curriculum and teaching Strong standard

Children's communication skills are nurtured from an early age. Some 2-year-olds are able to describe shapes and colours with clarity, demonstrating the impact of the carefully planned curriculum. Staff design the curriculum to build on what children can already do and have clear learning intentions for each activity. This enables staff to accurately assess children's progress and swiftly identify any gaps in learning.

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Curriculum and teaching Strong standard

Staff provide carefully planned opportunities for children to develop their physical skills. For example, younger children practise making shapes with modelling dough and enjoy crayon rubbing. Older children explore early pencil control when appropriate to their level of development. Children are eager to embrace new challenges, receiving praise and encouragement that motivates them further. Overall, staff use their deep understanding of children to engage and inspire them.

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Inclusion Strong standard

Children with special educational needs and/or disabilities (SEND), as well as those facing barriers to learning, are extremely well supported. Leaders and staff demonstrate extraordinary dedication, consistently going above and beyond to ensure children and families receive the help they need. Staff use their expert knowledge of child development to identify learning gaps and additional needs with precision. They work tirelessly with other provisions, sharing expertise and collaborating to strengthen support for children and their families. By completing detailed assessments of children's learning, staff can ensure they make remarkable progress.

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Inclusion Strong standard

Children benefit from exemplary care, with staff fostering a culture that celebrates children's achievements while addressing areas of difficulty. Leaders model a highly inclusive ethos across the provision, working seamlessly with external agencies. This has led to focused, effective interventions to ensure individual children are able to reach their fullest potential. The inclusive environment is reflected in the way children show respect, kindness and peer support, helping one another succeed.

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Inclusion Strong standard

Staff's relentless focus on supporting children with SEND has secured extremely high outcomes. Families gain access to vital funding, which is used carefully to ensure the most significant impact on the child's needs. The provision's holistic approach extends to supporting communities, as seen when staff and parents united to raise funds for families who are struggling. This strong community spirit has a profound impact on children's wellbeing, making the provision a beacon of inclusivity and excellence.

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Leadership and governance Strong standard

The provision is led by dedicated and inspiring leaders who place children firmly at the centre of all decision-making. Their leadership is highly effective, continually reviewing and assessing the quality of provision to ensure that children, particularly those facing barriers to learning, achieve extremely well. Families experiencing challenges receive exemplary support, with leaders working tirelessly to equip staff with the skills and confidence needed to meet their diverse needs. High expectations are embedded across the team, with reflective practice driving continuous improvement and professional growth.

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Leadership and governance Strong standard

Leaders make strategic decisions that have a positive impact on children. For example, the recent decision to offer places to 2-year-olds has been underpinned by well-considered and thoughtful planning. This ensures children's care and education will be tailored to their developmental needs. Rigorous evaluation processes strengthen practice further, with staff working collaboratively to share ideas and make carefully planned adjustments. Partnerships with external agencies, the local authority and other settings are highly effective. This positions the provision as a source of expertise and support within the wider community.

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Leadership and governance Strong standard

Staff feel valued and well supported, with professional development carefully aligned to meet children's needs. Parental partnerships are a notable strength, with staff making particular efforts to engage families who may benefit from additional support. As a result, all children thrive, achieving highly within an inclusive and nurturing environment.

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

Children arrive at the provision with enthusiasm, excited to see teachers and friends. Their confidence in routines is evident as they greet adults warmly and independently change their shoes. Leaders have thoughtfully organised how space is used, for example grouping children in different base rooms depending on their age and stage of development. This helps the youngest children feel secure and settle quickly before exploring wider facilities with growing confidence.

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

Children's engagement in play and learning is consistently high. They embrace new challenges with curiosity and perseverance, while consolidating skills they have already mastered. Staff know each child extremely well, using their knowledge to motivate and encourage them further. Children develop a sense of belonging, showing kindness and respect by praising and thanking one another.

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

Staff interactions are consistently positive, characterised by warmth, respect and genuine celebration of children's achievements. Staff skilfully ignite the children's interests and provide reassurance, particularly to children who have recently started. This makes them feel safe and secure. Relationships across age groups are highly supportive, with older children guiding and encouraging younger peers.

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

Individuality and cultural identity are highly valued and celebrated, with children showing pride when members of their family come in to share stories and traditions. The impact of this practice, along with carefully considered support mechanisms for families in need, is that all children make excellent progress in their learning and development. They thrive within an inclusive and nurturing environment.

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Next steps

Leaders should sustain their work to ensure continued improvement and high standards, focusing on creating a transformational impact particularly on the outcomes and experiences of the youngest children.

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About this inspection

The inspector spoke with the headteacher, special educational needs coordinator, staff 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

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Address:

The Pavilion Trowlock Way Teddington Middlesex TW11 9QY

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:10 - 12:20

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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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2 to 4

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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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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