Pavilion Nursery (Catford) Limited

What is it like to attend this early years setting?

Staff quickly build warm and caring relationships with children and their parents. Children are happy to attend. Those who find it difficult to separate from their parents receive sensitive support from staff to join activities. Staff offer flexible settling-in arrangements and provide reassurance to parents. Children enjoy freshly cooked, healthy and nutritious meals that meet their dietary requirements. Staff communicate well with each other and external agencies. This helps them to support children's development needs effectively. Staff plan children's moves to school well and involve parents in their preparations. They help school teaching staff to understand how children learn best.

Staff provide children with inviting outdoor learning opportunities. This helps children who learn best outdoors to develop their curiosity. Most children are eager to explore what is on offer as they arrive. Staff provide a curriculum that helps children to develop well across all areas of learning. Children with special educational needs and/or disabilities (SEND) make good progress from their starting points in learning. They respond well to the teaching methods that staff implement to help them develop their social interactions and communication skills. Children develop positive attitudes to learning. They are well prepared for their next stages in learning.

What does the early years setting do well and what does it need to do better?

• Leaders are ambitious for children. Since the last inspection, they have worked effectively with staff to develop the quality of education. Leaders involve staff in their regular reviews of the nursery action plan. They closely monitor the impact of interventions to improve outcomes for children, such as the education recovery programmes.
• Since the last inspection, leaders have strengthened arrangements for staff supervision and support. Potential gaps in staff's knowledge are accurately identified and addressed. Professional development opportunities are discussed and reviewed with staff, for example training to help staff understand how to provide an effective learning environment.
• The special educational needs coordinator (SENCo) works effectively with parents and other professionals. They use their good knowledge of local referral pathways to get children the support that they need. For example, the SENCo encourages parents to access early intervention groups while they wait for more specialist services. This helps to successfully close persistent gaps in children's learning.
• Leaders share their curriculum aims with staff, who implement well-sequenced learning opportunities for children. Children develop their small hand muscles as they join interlocking bricks or magnetic shapes. This prepares them well for later writing. Children recall prior learning and new words as they speak about 'cocoons' and 'antennae' during activities with staff.
• Staff use specific teaching programmes and visual aids to encourage children with SEND to interact and engage with others. Children with SEND persist in their chosen tasks. For example, they show determination as they pedal to move trikes further along. At times, some children do not receive the support they need to fully engage in learning. Nonetheless, children show that they are willing to have a go and are keen to learn.
• Staff help children to understand what is expected of them. Children begin to understand rules and gain awareness of the impact of their actions on others. They show that they understand the differing needs of their friends. Staff encourage children to share resources and take turns. They help children to develop important skills in preparation for school.
• Children show that they are confident and proud of their achievements. For example, they approach unfamiliar adults and show off the fans they make in warm weather. Staff give children good opportunities to develop their independence. Children clear their plates after meals, show pride as they carry out tasks and know how to care for their bodies in hot weather.
• Staff use the information they gather from parents to meet children's individual needs effectively. Children use comfort items from home when they need reassurance. Parents say that they value the information that staff share about their child's learning and the resources that staff share for use at home. Very occasionally, communication is less effective in helping some parents to fully support children's health and development needs.

What the setting must and should do next

The provider should:

• build on existing support for staff's teaching skills so that they help children to make the most of learning opportunities
• strengthen communication with parents to help them understand how they can fully support their child's learning and development needs.