Play Pavilion Pre School

Play Pavilion Pre School
Unique reference number (URN): 2824548
Address: Gravesend Rugby Football Club, Donald Biggs Drive, Gravesend, DA12 2TL
Type: Childcare on non-domestic premises
Registered with Ofsted: 30/12/2024
Registers: EYR
Registered person: Play Pavillion Preschool Limited
Inspection report: 22 July 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Strong standard
Achievement Strong standard
All children, including those with special educational needs and/or disabilities, achieve very
well from their individual starting points. They develop secure knowledge and skills across
all areas of learning. As a result, they are securely prepared for the next stage of their
education. Children confidently apply their knowledge, skills and confidence successfully
across different activities and they are eager to take on new challenges. Children who start
with little or no spoken language, communicate confidently using words, gestures and short
phrases. Children who previously found emotional regulation difficult use calming strategies
independently and build positive relationships with others. Those who once preferred
solitary play, join activities happily with other children, showing curiosity and sustained
engagement.
Children listen carefully, follow instructions and concentrate for longer periods during
activities. They enthusiastically share their ideas and opinions during group discussions. For
example, pre-school children considerately take turns explaining the weather and when
discussing their daily routines.
Children's welfare and wellbeing Strong standard
Leaders and staff know children extremely well and respond swiftly and sensitively to their
individual needs and changing circumstances. Warm, trusting relationships help children feel
safe, secure and confident from the moment they arrive. Leaders work very closely with
parents and other professionals to provide children with the consistent support they need.
Well-established and embedded daily routines help children to develop healthy habits and
children confidently manage their self-care needs independently. They wash their hands,
blow their noses, self-serve food at snack times and swap their shoes between indoor and
outdoor play. Mealtimes promote healthy choices, polite manners and positive social
interactions. For example, staff encourage conversations about healthy foods and the
importance of a balanced diet.
Leaders and staff give children the time, space and reassurance needed to understand and
regulate their emotions. They skilfully use praise and encouragement to celebrate
achievements and build children's confidence and self-esteem. Children regulate their
emotions independently using the designated calm space to refocus and reset. Leaders
make effective use of the spacious indoor and outdoor environment to encourage children's
physical development. For example, children take part in daily music and movement
activities that promote physical activity, coordination, focus and control. As a result, children
develop secure foundations for healthy lifestyles, wellbeing and lifelong independence.

Expected standard
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff typically have high expectations for children's behaviour. Consequently,
children behave well, play cooperatively and generally treat others with kindness and
respect. Children learn to share and take turns, when using equipment or resources. They
build the patience needed to wait their turn. Staff address unwanted behaviour calmly and
promptly, helping children understand how their actions affect others. Staff use praise to
reinforce positive behaviour and encourage children to make the right choices. Children
develop warm, secure bonds with their key persons and seek reassurance when needed.
These trusting relationships help children feel safe and secure.
Children develop positive attitudes to learning and enjoy taking part in a range of activities
and experiences. Staff invite children to join in and encourage them to have a go. They give
children clear instructions, which help children to focus and concentrate on tasks. Children
typically settle quickly into familiar routines and move happily between daily activities.
However, some transitions, including those between indoor and outdoor learning, create
some unnecessary waiting time for children. This reduces opportunities for more meaningful
engagement.
Leaders promote the importance of regular attendance and punctuality. They work positively
with families to encourage readiness for school, while providing flexibility to help ensure
children's attendance.
Curriculum and teaching Expected standard
Leaders have designed a child-centred curriculum with a clear focus on developing
children's social skills, confidence and independence. The curriculum builds on children's
interests and next steps. The broad range of activities available, offer learning opportunities
across all areas of learning. Leaders ensure that experiences are adapted to meet the
differing ages and needs of children. Teaching is typically well matched to children's
developmental stages and staff use ongoing assessment to identify what children know and
can do.
Pre-school children take part in daily group sessions, where they learn about the days of the
week, months of the year, the weather and counting beyond 20. Younger children enjoy
stories, songs and actions that support their listening, attention and early communication
skills. Staff generally use rich vocabulary and introduce new words during play and adult-led
activities. For example, children learn new words, such as 'tentacles', while exploring beach-
themed activities. Leaders make good use of the outdoor environment to promote physical
development, giving children regular opportunities to run, jump, balance and use a range of
equipment to develop their coordination and physical skills.
Mathematics is taught explicitly through counting, number recognition, patterns and
sequences. Leaders identify that there is scope for staff to make greater use of
mathematical vocabulary during everyday activities. They provide guidance and support to
strengthen staff confidence in this aspect of teaching. Since this work is in its early stages,

children do not yet consistently benefit from rich mathematical language throughout the day.
This, therefore, limits opportunities to further deepen their mathematical understanding.
Inclusion Expected standard
Leaders and staff are committed to supporting all children, including those with special
educational needs and/or disabilities, children known (or previously known) to children's
social care and others who face barriers to their learning or wellbeing. They use assessment
information to identify children's needs and track progress, enabling appropriate support to
be put in place. Leaders work closely with parents and external professionals. They work in
partnership to implement advice and guidance to ensure consistency between home and the
setting. For example, they have created a designated calm space, where children regulate
their emotions, when feeling overwhelmed.
Leaders and staff have high expectations for all children. They adapt the environment to
reduce barriers so that children access the curriculum and make secure progress. Staff use
gentle reminders alongside visual prompts to help children understand the routines and
expectations. This enables all children to feel safe and secure. Leaders and staff know
children's individual needs well and adapt support appropriately, promoting confidence,
independence and a sense of belonging. Leaders have invested in additional strategies and
courses for staff, including sign language, however, this is not currently embedded.
Leaders recognise the needs of children who speak English as an additional language and
take action to reduce the barriers they face. They use different strategies, including learning
key words in children's home languages and translation technology, to support
communication and understanding.
Leadership and governance Expected standard
Leaders have an accurate understanding of the setting's strengths and priorities for
improvement. They monitor the quality of teaching carefully and take action, where practice
is not yet consistent. Leaders make decisions in the best interests of children, including
those with special educational needs and/or disabilities (SEND). They know children well
and respond appropriately to their individual needs, creating a caring and inclusive
environment, where they feel valued and supported. Leaders are strengthening their
progress tracking to enable staff to identify children's next steps more precisely and monitor
them more rigorously.
Leaders have created a supportive culture, where staff feel valued. They are mindful of staff
wellbeing and take steps to ensure workload is manageable. Leaders provide staff with
relevant professional development, coaching and constructive feedback to strengthen and
enhance practice. Staff value the guidance and direction leaders provide. However,
opportunities to take on further professional development are not currently prioritised by all
staff.
Leaders work collaboratively with parents and external professionals to improve outcomes
for children. Parents speak highly of the quality of communication shared, the care their
children receive and the trusting relationships they have developed with staff. They note the
considerable impact they feel the setting has made to their children's development and

wellbeing. Leaders use assessment information alongside information from parents and
professionals to ensure that all children, including those with SEND, receive the support
they need to make rapid progress. Leaders work closely with families to ensure that
additional funding is used carefully to help all children achieve the best possible outcomes.
What it's like to be a child at this setting
Children thrive in this welcoming and spacious setting, where they feel safe, secure and
valued. They confidently explore the well-organised environment, choosing from a range of
activities that reflect their individual interests and needs. Children develop warm, trusting
relationships with staff and readily seek them out for play, reassurance, comfort and to
celebrate their successes. They know adults will listen to them and respond with kindness
and care.
Children enjoy learning and approach activities with curiosity and excitement. They listen
carefully during group activities, follow instructions and share their ideas enthusiastically. For
example, pre-school children proudly recite the days of the week, months of the year and
discuss the weather during their daily routine. Children develop the knowledge and
confidence they need for their next stage of learning through familiar routines and well-
planned experiences.
Children develop a love of stories and books through engaging in shared reading with
adults. They eagerly join in with actions, songs and repeated phrases, laughing together as
they act out favourite stories, such as 'We're Going on a Bear Hunt'. Children enjoy being
active throughout the day. They dance to familiar songs, balance on beams, pedal trikes and
explore the local woodland, developing their coordination, confidence and enjoyment of
physical activity.
Children learn about the world around them through meaningful experiences. They enjoy
visits from people who help the community, such as the local fire brigade. Children learn
how to stay healthy and safe and begin to understand how to care for themselves and
others. Leaders promote attendance well, helping children benefit from their full entitlement
to the curriculum. Children form secure friendships, generally play well with others and
include peers in their games. They leave each day happy, confident and eager to return.

Inspector:
Ruby Hayes
About this setting
Unique reference number (URN): 2824548
Address:
Gravesend Rugby Football Club
Donald Biggs Drive
Gravesend
DA12 2TL
Type: Childcare on non-domestic premises
Registration date: 30/12/2024
Registered person: Play Pavillion Preschool Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30
Local authority: Kent
Next steps
Leaders should organise routines and transitions so that children move seamlessly
between activities and spend more time engaged in meaningful learning.
Leaders should encourage all staff to prioritise developing their skills and knowledge
through targeted professional development opportunities to strengthen their practice.
About this inspection
The inspector spoke with leaders, staff, parents, children and the special educational needs
coordinator during the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 22 July 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
32
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.

The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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