Pavilion Day Nursery

Inclusion: Expected standard

Leaders and staff promote an inclusive environment for all children. They work with families and other professionals with the best interest of children in mind. This sensitive engagement with professionals, ensures children receive a collaborative approach to early interventions. For children with special educational needs and/or disabilities, the special educational needs coordinator drives progress by using precise tracking to establish clear and achievable small developmental steps. This helps children to make sustained and meaningful progress from their individual starting points.

Staff accurately identify areas where children need extra support. They put plans in place for support and adapt these to the changing needs of children, to ensure that any gaps in children's progress close swiftly. Leaders recognise and remove barriers for children to ensure they can access the nursery in a supportive way. For instance, they have reviewed starting times to ensure that children can access all their full educational entitlement. Leaders direct additional funding, such as the early years pupil premium, towards purposeful resources. For example, they have introduced sensory materials and adapted the preschool room to better support children with sensory needs.

Curriculum and teaching: Expected standard

Leaders create an ambitious curriculum that reflects different priorities for children depending on their ages and stages of development. They share their vision clearly with staff so that everyone understands the learning goals for each group. As a result, staff teach skills and knowledge children need for each transition through the nursery. For example, babies learn to feed themselves and wipe their hands and faces as staff model these routines, helping them become confident and increasingly independent as they prepare to move into the toddler room.

Mathematics is woven throughout planned and spontaneous play. Toddlers count the monkeys left in a story as one disappears, while pre-school children explore heavy and light as they fill containers with water and compare levels against numbered lines. These experiences help children use mathematics purposefully as they play.

Staff use a balance of small and large group activities to support children's learning. During story time, pre-school children think through their answer as staff ask thoughtful questions and give them time to respond. Children concentrate well in activities that interest them, showing curiosity and sustained engagement. However, some transition periods are less well organised. For instance, routines between lunchtime and outdoor play occasionally limit how effectively staff can extend the learning they have planned.

Achievement: Expected standard

Children typically make progress from their starting points across all areas of learning. Babies learn to develop their physical coordination skills and control. They gain skills that support their growing independence. For example, they learn to drink from cups and are able to pick up foods to feed themselves during meal times.

Children develop their growing communication skills through shared conversations, where they learn new words and their meanings. Babies and toddlers share picture books and make animals sounds as they match these to the familiar animals in the story. Pre-school children learn how to pronounce the names of dinosaurs and explain that 'armour' can be used to describe the protective characteristics of their skin.

Children with special educational needs and/or disabilities and those who face barriers to learning make effective progress. As a result, all children are generally prepared for their transition to school.

Behaviour, attitudes and establishing routines: Expected standard

Children develop positive attitudes to learning. Leaders and staff recognise the importance of teaching children about kindness and respect. Staff have high expectations for children, including around attendance, to ensure children develop secure routines that support their onward education. Leaders and staff talk to parents about the importance of consistent morning routines so that children arrive relaxed and ready for nursery, with a calm and confident start that supports their engagement and learning throughout the day.

Training undertaken by staff and reviews of the organisation of the environment have a positive impact on children's behaviours. Staff understand and respond to children in age-appropriate ways to help them learn valuable social skills. For instance, as toddlers and pre-school children take part in a shared activity, staff remind everyone about waiting for others, and children listen and respond well . Staff warmly praise children for their kindness as they learn how to cooperate, take turns and build respectful relationships with their peers. Staff are sensitive to the individual needs of all children, including those with special educational needs and/or disabilities. They recognise and respond when children need quieter spaces to regulate their emotions, which has a positive impact on how confidently and calmly children move through key times of transition.

Children's welfare and wellbeing: Expected standard

Leaders and staff recognise and value the importance of the relationships they build with children to support their emotional needs. Babies and toddlers demonstrate the trust they build with staff in their interactions. For instance, after painting, toddlers return for cuddles with staff as they sit to share favourite books. They snuggle in and staff show kindness and care as they respond warmly to children's needs.

Leaders and staff teach children the importance of healthy lifestyles as part of daily routines. Children benefit from plentiful opportunities to be physically active. For example, children ride on tricycles and excitedly practise throwing and catching games with adults. Staff use meal times to encourage and support children in sampling a wide range of nutritious meals and drinks. Staff adapt meals to support the differing stages of children's development. For example, foods are provided in smaller sizes to help younger children who are at differing stages of weaning, ensuring mealtimes are safe, manageable and developmentally appropriate. Staff deployment and focused supervision mean they can teach children how to remain seated, focus on their meal and develop calm, positive mealtime habits.

Leadership and governance: Expected standard

Leaders and staff have worked successfully to address the actions raised at their last inspection. Changes to the senior leadership team, including those with governance, have had a positive impact on the quality of nursery provision. Staff say they enjoy working at the nursery and benefit from leaders' approach to supporting manageable workloads. They feel valued and respected in their roles, which contributes to the positive, collaborative environment across the staff team. Leaders understand their strengths and the areas they want to continue developing. They recognise that there is more to do to fully embed staff understanding of each child's next steps in learning to help staff challenge and extend children's learning even further.

Staff build successful partnerships with parents. They communicate through daily face-to-face handovers and an online application, where they share children's activities, care routines and overall progress. Parents speak highly of the nursery and value its nurturing, welcoming environment. Leaders and staff ensure that children with special educational needs and/or disabilities and those facing barriers to learning are well supported through established working partnership with other professionals. This ensures families feel informed, included and confident that their children receive the support they need.