The Pavilion Pre-School

What is it like to attend this early years setting?

Children arrive eagerly in the morning, with big smiles to adults who greet them at the door and welcome them into a calm, nurturing environment. They show that they are happy and secure in the setting by placing bottles and lunch boxes in the correct box and saying goodbye to their carers. They quickly settle into the rooms for the day. They follow familiar routines, such as register time. They then explore freely while adults sit engaging with them and talk to them about what they would like to do. Staff form positive relationships with children, and offer them encouragement and praise while responding to their needs.

The setting has two rooms catering for different age groups, which are presented in a way that helps children build the skills they need for future learning. Each room has its own outdoor space for children to explore for more sensory and messy activities. They enjoy being outside where they develop their physical skills as they use pots to pour water, and develop their coordination skills as they run and chase. Children behave well and have a positive attitude to learning. For example, children are kind towards one another, taking turns during activities and with staff support to sort minor disagreements.

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

• The provider and leaders are passionate about outcomes for all children. They have clear intentions for children's development and the learning which they implement through a clear and well-designed curriculum. The are committed to practitioners' continuous professional development. They provide training opportunities based on practitioners' individual needs and the needs of children. Leaders observe staff at work to assess the impact of this. This maintains the good quality of teaching for children.
• The provision for children with special educational needs and/or disabilities (SEND) is a strength. The special educational needs coordinator (SENCo) has good knowledge of how to support children's individual needs. She works closely with practitioners and other professionals to swiftly close any gaps in children's development. Parents are supported in a sensitive manner. They are involved in creating individual support plans for their children. Parents are kept up to date about their children's ongoing development. Additional funding is used to enhance children's experiences at the pre-school.
• Children's communication and language development is a large part of the well-designed curriculum. Staff engage children in meaningful conversations, and build their vocabulary by narrating their play. Staff introduce new words during activities, such as 'knead' as they make play dough. Staff use varying techniques to question children as they encourage them to share their ideas and opinions. Children enjoy regular story sessions, actively use props and join familiar phrases when using story sacks.
• Children are curious and interested as they enjoy exploring their environment, making choices in their play as well as adult-led and group activities, such as story times. However, at times, some staff do not always tune into children's natural curiosity and make the most of learning opportunities as they arise.
• Staff introduce mathematical language into children's play and learning. Children recognise numbers as they use keys to unlock doors on the house, and count how many pieces of pasta they have. Staff ask them which piece is longer and shorter. As a result, children become confident to use mathematical language in their play.
• Partnership with parents is strong. Parents speak highly of the pre-school and comment that the staff team are nurturing, compassionate and their children thrive in a safe environment. Good communication ensures that parents know what their children can do and what they will be learning next and how to support their learning at home. Other settings children attend also complement the pre-school for their good communication and sharing information, which ensures continuity of care and learning for the children.
• The provider and leaders create a working environment that makes staff feel valued. Leaders and staff team engage parents and children in their ideas as they evaluate on improvements for the nursery. This promotes the best outcomes for children.

What the setting must and should do next

The provider should:

• help staff to recognise when to adapt learning opportunities to enable all children taking part to make as much progress as possible.