Pavilion Nursery (Catford) Limited

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The manager and staff work hard to include all children, recognising which children need additional support. However, these aims are not always achieved, as the quality of education and practice is variable.

Staff do not always organise activities well enough to support all children to have the best learning experience. For example, the most able children miss out on focused activities and are often left to entertain themselves. In addition, resources are limited and best suited to only some of the children, not to all.

This means that opportunities for all ages and abilities to explore all areas of learning are reduced. ...When staff have time, the quality of interactions is generally good. For example, staff ask children what might be missing from a picture to encourage their developing observation skills and creative thinking.

Staff instigate singing and read familiar stories to the children.Children settle quickly and are happy at the nursery. Parents feel supported, and partnerships are strong.

Staff work hard to keep children safe and are dedicated to doing the best they can. However, staff are stretched and sometimes struggle to meet the needs of the children. This means that, at times, children can become noisy and boisterous.

Children benefit from the outside space and the opportunity to practise their climbing skills. Staff support children to climb a tree, encouraging them to balance before moving on to the next branch. Children enjoy scooting around on trikes and bikes and the freedom the outdoor environment allows.

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

A curriculum has not been implemented to support the progress of all children. Inconsistencies in the quality and variety of activities mean that some children are left out. Staff try to engage children, but they become distracted by other children needing their help.

This means that the impetus for learning is lost, and some children can exhibit unwanted behaviour to gain attention. When staff are able to provide their attention, children react positively and listen well.Children enjoy healthy food prepared on the premises.

Staff distribute strawberries at snack time and ask children about the colours and remark on the ripeness of the fruit. Children know how to use good manners, and staff respond with praise and positive body language. Children help themselves to beans and cheese to enjoy with jacket potatoes at lunchtime.

Afternoon snack is presented in an appealing way. Each child is served cheese and crackers on individual plates to ensure that allergies and food intolerances are managed effectively.The special educational needs coordinator (SENCo) works hard to support children, and their families, with special educational needs and/or disabilities (SEND).

Once a need is identified, clear and effective processes for observation and assessment mean children are more likely to access and receive early help. Partnership working is strong, and parents report that they receive 'fabulous support'. Staff run parent workshops in the evenings or weekends at low or no cost and use every opportunity to signpost support to parents.

They work closely with external services to encourage inclusion.The manager's organisation and communications are not fully effective. For example, records of attendance do not always reflect the number of children present accurately.

Not all necessary information is cascaded in a timely and efficient way. This means that not all staff are aware of strategies to support children. This impacts on the consistency of staff practice and, by extension, children's development.

Heavy workloads mean that staff are put under pressure and do not always feel supported in their work. Staffing levels meet the adult-to-child ratio requirements, but staff deployment is not effective. This results in some children not receiving the support they need.

All staff are invested in forming good relationships with the children. They are loyal to the nursery and feel joy at watching the children make progress. Most staff are experienced, and all are qualified or working towards a qualification in childcare.

The manager ensures that training and coaching opportunities are provided for the staff team, and staff attend statutory training, such as paediatric first-aid courses. However, further staff development opportunities are not targeted effectively to staff's needs, and checks are not made on their learning and understanding.

Safeguarding

The arrangements for safeguarding are effective.

Staff use daily checks, as well as regular visual risk assessments, to keep the environment free from hazards and safe for children. Adjustments have been made to the setting, such as the introduction of fitted safety gates and finger guard door strips. Staff demonstrate a good understanding of safeguarding and can apply their knowledge to child protection scenarios.

The manager has a secure understanding of safeguarding procedures and knows where to go to for further support if necessary. The manager uses effective systems to recruit staff and to ensure their ongoing suitability.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date take action to implement a curriculum that suits the learning and development needs of all children 23/08/2023 take action to improve the educational provision, ensuring the resources and activities are appropriate for all children 23/08/2023 improve communication to ensure all necessary information is shared and understood by staff 23/08/2023 ensure the deployment of staff meets the needs of all children 02/08/2023 keep accurate daily records of children's hours of attendance.

02/08/2023