Pavilion Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Most children demonstrate that they are happy and settled at this pre-school.

They separate from their parents easily and are eager to learn. However, for some children, the move between home and the pre-school is not as smooth as it could be. Key persons are not always available to soothe children who are relatively new to the pre-school, including children who speak English as an additional language.

This impacts on children's emotional well-being as well as their learning.Some staff, particularly in the pre-school room, extend children's language development well. They listen to children attentively and respond positiv...ely to what children say.

For instance, a child talks about the allotment his grandparents have and is encouraged to share with others the names of the vegetables grown. As a result, a discussion follows about beetroot and whether it is something children enjoy eating or not. However, at other times, quality interactions with children are missing from other staff, which impedes children's communication and language progress.

This is because they do not take account of what children say or build on the knowledge they have already acquired. Nonetheless, children have good relationships with the staff and behave well.Children are physically active as they explore the garden.

They learn to balance on beams and climb on apparatus. Babies are supported to practise their walking skills as staff assist them to move around their outdoor space.

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

The provider and the manager meet with staff for supervision and ensure that they have access to training.

However, they have not identified weaker areas of staff practice and in the children's educational programmes. The support the manager provides to staff is not targeted well enough to ensure that all staff receive the guidance they need to improve their teaching skills. This hinders the progress that children can make, particularly in their communication and language development.

Although the progress check for children aged between two and three years is carried out, its purpose is not fully understood by staff and is not always shared with parents, carers and external professionals. This could hinder early identification of a child's developmental needs.At times, children's key persons are not available to provide them with the emotional support they need to help them feel settled.

In addition, the ways in which to support children who speak English as an additional language are not always carefully considered or fully implemented by staff to help children to communicate their needs.Staff in the pre-school room ensure that children are equipped with the skills they need for the next stage in their learning and transition to school. Children self-register on arrival each day and learn how to put on their own coats and shoes.

Children understand the importance of self-care. They know to wash their hands after using the toilet or blowing their nose, with little prompting from staff. However, handwashing procedures in the baby room are not sufficiently hygienic to minimise the potential spread of germs.

The outdoor area is used well to support children's physical development. Children participate in appropriately challenging and vigorous physical activities. They stretch, balance and practise their coordination.

The provider and cook work together to provide children with healthy meals and snacks, which they eat together at sociable mealtimes. From a young age, children are encouraged to feed themselves, and pre-school children are encouraged to develop their independence by self-serving and pouring drinking water.The provider has a sound understanding of her safeguarding responsibilities in leading the pre-school.

In the main, recruitment and vetting of staff are satisfactory. Unfortunately, there are some instances where not enough scrutiny has been given to specific aspects of the recruitment of some staff, such as obtaining references.Staff work well with parents and share information with them about their children's learning and development.

Parents appreciate the support their children receive from the friendly and approachable staff team.The provider has a range of documentation in place. However, some of it is not organised well enough to ensure that it is available and accessible at inspection.

Diversity is celebrated as children learn that all people are different. The resources and displays represent the diversity of the pre-school and wider community. This helps children to develop a positive sense of self and a respect for people who have differing needs.

Safeguarding

The arrangements for safeguarding are effective.The provider and the manager ensure that all staff receive relevant safeguarding training. Staff have a clear understanding of their role in protecting children who may be at risk of harm.

They are alert to possible indicators that a child may need help and know the relevant agencies to contact for guidance. Staff are aware of the correct procedures to follow should there be an allegation. The premises are secure, and staff carry out daily checks of the environment, indoors and outdoors, to ensure that it remains safe for children.

The owner and the manager ensure that staff hold appropriate first-aid qualifications.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date implement robust recruitment procedures to ensure the suitability of staff 18/08/2023 strengthen staff's understanding of how to consistently support children's communication and language development through high-quality interactions 18/08/2023 provide better support for children who speak English as an additional language, so that their emotional well-being is strengthened in addition to their communication and language skills.18/08/2023 To further improve the quality of the early years provision, the provider should: nensure that all required documentation is complete, easily accessible and available for inspection strengthen the key-person system to enable staff to provide the right support for children, particularly those who are settling in review hygiene routines for handwashing in the baby room to prevent the spread of infection.