Pavilion Day Nursery

Urgent improvement

Last inspected Jan 2026

Ofsted report for Pavilion Day Nursery

Last inspected 20 January 2026

Actions the provider must take

What it's like to attend

• Children in the younger rooms experience a warm and nurturing environment.
• Staff in baby and toddler rooms are attentive and responsive, meeting emotional needs through various activities.
• Parents are positive about the staff team and the care their children receive.
• Staff feel supported by leaders and their wellbeing is promoted.
• Appropriate policies and procedures are in place and understood by staff.

• 1Leaders have not addressed, as a priority, the variable progress made by some children in the pre-school room.
• 2Learning does not consistently build on what children already know and can do, and children with SEND and those who speak English as an additional language do not make the progress they are capable of.
• 3Older children are not well supported to develop the skills they need in preparation for school.
• 4Staff practice in the pre-school room is inconsistent and ineffective.
• 5Staff demonstrate low expectations of children's behaviour and do not always help children follow daily routines.
• 6Leaders and staff in the pre-school room do not implement or teach the setting's curriculum to an acceptable standard.
• 7Leaders do not check sufficiently that the curriculum is implemented effectively in the pre-school room, resulting in inconsistent teaching.
• 8Noise levels in the pre-school room are not managed well, which further impacts on learning.
• 9Leaders and staff do not have a clear understanding of the quality of provision.
• 10Leaders' arrangements for monitoring, supervision and observation of staff's practice are weak.
• 11Poor practice in the pre-school room is not identified or challenged effectively.
• 12Barriers to learning that children have, including those who need additional support and adaptations, are not targeted or addressed by staff effectively in the pre-school room.
• 13Leaders do not evaluate the impact of training effectively to ensure that it is embedded in practice or to address inconsistencies in teaching quality.
• 14Leaders do not reflect sufficiently on practice and do not prioritise the needs of all children, particularly for those with special educational needs and/or disabilities and other children who may face barriers to learning, and, therefore, allow weaknesses to persist.