Pavilion Day Nursery

Pavilion Day Nursery
Unique reference number (URN): 120152
Address: The Ridings, Sunbury-on-Thames, Middlesex, TW16 6NX
Type: Childcare on non-domestic premises
Registered with Ofsted: 15/02/2001
Registers: EYR
Registered person: St. Paul's Trading Limited
Inspection report: 20 January 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.

Urgent improvement
Achievement Urgent improvement
Children make variable progress across the setting. Babies and toddlers, including those
with gaps in learning and special educational needs and/or disabilities (SEND), make steady
progress. Babies enjoy listening to songs and copying actions, which supports their early
communication skills. Toddlers make choices about where to play, both indoors and
outdoors, and show growing confidence in their play. Children in these rooms develop early
independence, with babies beginning to make simple choices, and toddlers developing early
self-care skills.
Leaders have not addressed, as a priority, the variable progress made by some children in
the pre-school room. Learning 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. Older children are not well
supported to develop the skills they need in preparation for school. For example, some
children are expected to sit and join in with routines without having developed the skills
needed to listen, wait or take turns. As a result, some children are not well prepared for their
next stage of learning and do not make the progress they are capable of.
Behaviour, attitudes and establishing routines Urgent improvement
Staff practice in the pre-school room is inconsistent and ineffective. Staff demonstrate low
expectations of children's behaviour and do not always help children follow daily routines.
Comments such as children 'just being boys' show a lack of understanding and reduce
expectations further. The pre-school room is often noisy and unsettled. Children are seen
running indoors, pushing, hitting, snatching and throwing objects. Older children continue
this behaviour, including misusing tools and climbing on furniture. Staff do not intervene
promptly or effectively and too often ignore unsafe behaviour, which puts children at risk. As
a result, children do not develop respect for themselves or others, behaviour disrupts
learning and children are poorly prepared for the next stage of education.
Leaders and staff in other rooms have appropriate expectations of children's behaviour. In
the baby and toddler rooms, staff have clear expectations for children's behaviour. They are
kind, praise positive behaviour and help children understand right from wrong. For example,
staff talk to babies about using 'kind hands' and support them when they feel upset. Toddlers
benefit from staff gently reminding children they need to take turns and encourage them to
wait patiently with them as they wait for their turn on tricycles. As a result, children in these
rooms feel settled and behave appropriately. Leaders understand the importance of regular
attendance and punctuality.
Children's welfare and wellbeing Urgent improvement
Supervision of children during mealtimes, so that someone will notice quickly if a child
begins to choke, is not adequate. In one baby room, staff do not always sit with children
while they eat. In the pre-school room, children are not consistently monitored during meals

and food is not always prepared safely in line with the food safety standards. Additionally,
children in the pre-school are seen getting up, jumping and moving around while eating,
which places their health and safety at risk. All children are provided with healthy, nutritious
food.
Overall, the setting is welcoming, and children's physical care is generally well managed.
Hygiene practices are followed, and independence is promoted in the younger rooms.
However, staff in the pre-school room do not consistently support children to develop
independence, such as managing their own self-care. Key-person arrangements are in
place, and parents know who their child's key person is. In the baby and toddler rooms,
younger children show secure and responsive relationships with staff. However, children's
welfare and emotional wellbeing are not consistently promoted, particularly in the pre-school
room. The key-person system is ineffective for some children, including those with special
educational needs and/or disabilities. Staff are unable to manage the high level of need
effectively, resulting in some children not receiving sufficient emotional support from their
key person. This means children struggle at times of change, such as lunchtimes. Leaders
understand their role in supporting children to use digital technology safely.
Curriculum and teaching Urgent improvement
Leaders and staff in the pre-school room do not implement or teach the setting's curriculum
to an acceptable standard. Children in the pre-school, including those with special
educational needs and/or disabilities, do not benefit from a curriculum that meets their
individual needs or supports them to build on their knowledge and skills for future learning.
The learning environment is not sufficiently inclusive, and teaching does not routinely build
on children's starting points. Children with additional needs are frequently observed
disengaged or without purposeful adult support, despite staff being aware of these needs.
Leaders do not check sufficiently that the curriculum is implemented effectively in the pre-
school room, resulting in inconsistent teaching. Although some staff spend time with
children, they do not consistently interact purposefully or adapt their practice when children
need more support. Noise levels in the pre-school room are not managed well, which further
impacts on learning. Consequently, some children do not achieve as well as they could. In
contrast, staff in the baby and toddler rooms are attentive and responsive, ensuring that
children's emotional needs are met through activities that promote communication and
language development and provide opportunities for physical development through
movement, dance and imaginative play. During these activities, staff skilfully incorporate
mathematical language into daily routines.
Inclusion Urgent improvement
Leaders and staff do not have a clear understanding of the quality of provision. Leaders'
arrangements for monitoring, supervision and observation of staff's practice are weak. As a
result, poor practice in the pre-school room is not identified or challenged effectively,
allowing inconsistencies in staff's teaching to persist. Consequently, barriers 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. Leaders acknowledge
weaknesses when these are identified for them at inspection.

Staff report that they feel supported by leaders and that their wellbeing is promoted. The
adult-to-child ratios are met, and staff are deployed appropriately across the setting to
ensure that they can see children. However, despite these strengths, the quality of teaching
and the actions leaders take to reduce barriers to children's learning and wellbeing remain
inconsistent. Leaders provide staff with access to training. They do not evaluate the impact
of this training on practice well enough. Consequently, learning from training is not
embedded and weaknesses in teaching and interactions and behaviour continue. As a
result, children's experiences vary across the setting. Parents spoken to during the
inspection are positive about the staff team and the care their children receive. This
demonstrates that relationships with families are secure. Leaders use early years pupil
premium funding to support children's progress.
Leadership and governance Urgent improvement
Leaders do not have a clear or accurate understanding of the provision's strengths and
weaknesses. Arrangements for supervision, observation and monitoring of practice are
ineffective, meaning leaders do not consistently identify or tackle areas of poor practice,
particularly in the pre-school room. Leaders have weak oversight of practice in the pre-
school room and do not have a secure understanding of what is happening on a day-to-day
basis. As a result, poor practice is not identified promptly, leading to breaches of
requirements that have a negative impact on children's learning, achievement, behaviour
and welfare.
Staff report that they feel supported in their roles and that their wellbeing is promoted. Staff
have access to training opportunities. However, leaders do not review or monitor the impact
of training effectively to ensure that it is embedded in practice or to address inconsistencies
in teaching quality. Consequently, leaders 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.
Parents spoken to during inspection provide positive feedback about staff and the overall
provision. Appropriate policies and procedures, including those relating to smoking and
vaping, are in place and understood by staff. Leadership and management arrangements
remain unchanged. Leaders ensure that adult-to-child ratios are met and that staff are
generally deployed appropriately across the setting.

What it's like to be a child at this setting
There are significant breaches of requirements at this nursery. These have a negative
impact on children's learning, achievements, behaviour and welfare. Leaders have poor
oversight of the practice that is occurring in the pre-school. They are unaware and shocked
when they see the insufficient practice and care.
Children's experiences within the nursery are variable depending on the rooms they are
attending. For example, children in the younger rooms benefit from staff who are engaging
and supportive of their interests. However, children in the pre-school room receive a poor
quality of education. Leaders do not ensure that staff in the pre-school room are delivering
an effective curriculum to help all children, including those who are disadvantaged, those
with special educational needs and/or disabilities, those known (or previously known) to
children's social care and those who face barriers to their learning and/or wellbeing, make
the progress they are capable of.
Although some staff engage with the children well, specifically in small-group activities, this
is not consistent in the pre-school room and, consequently, children are not benefiting from
high-quality interactions. For example, children in the pre-school spend a vast amount of
time floating aimlessly between activities, with no interactions from staff and too often
behaviour is poor. Staff within this room fail to spark children's learning, curiosity and skills
through purposeful activities.
Children in the younger rooms experience a warm and nurturing environment. They develop
secure and positive relationships with staff, who are kind and model respectful behaviour.
Staff use praise and gentle reminders consistently, such as acknowledging when children
share. As a result, children feel supported and behave in a cooperative way. However, in
contrast, behaviour in the pre-school room is often poor. Too often, staff are seen to ignore
unacceptable behaviour, such as children running indoors, shouting and hitting at others in
play. Staff do not consistently challenge this behaviour or provide clear expectations and
boundaries. As a result, low-level behaviour issues escalate and disrupt children's learning
and wellbeing.
Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following actions by the assigned date:
Action Completion
Date
take appropriate and timely action to ensure that all staff consistently
identify and meet the changing needs of all children, with particular
focus on children with special educational needs and/or disabilities,
those facing barriers to learning, and vulnerable children
23/02/2026

Inspectors:
Tracy Bartholomew
Mandy Cooper
About this setting
Unique reference number (URN): 120152
Action Completion
Date
ensure that staff consistently sit facing children during mealtimes to
maintain children's health, safety and wellbeing
23/01/2026
ensure that food is prepared and presented safely in line with food
safety and choking prevention guidance so that children's health and
wellbeing are protected
23/01/2026
improve the arrangements for staff supervision so that weaknesses in
staff's knowledge and practice are identified more precisely, and
ensure that coaching and support are targeted effectively to address
these areas
23/02/2026
ensure that all staff are well trained and have the necessary knowledge
and skills to support every child to achieve the best possible
outcomes
23/02/2026
ensure that all children receive an ambitious, well-sequenced
curriculum that takes account of children's individual needs, interests
and stage of development, so that every child is supported to reach
their full potential.
23/02/2026
About this inspection
The inspectors spoke with leaders, staff, including those with key roles of designated
safeguarding leads and the special educational needs coordinator, children and parents
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.

Address:
The Ridings
Sunbury-on-Thames
Middlesex
TW16 6NX
Type: Childcare on non-domestic premises
Registration date: 15/02/2001
Registered person: St. Paul's Trading Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Surrey
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 20 January 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
94
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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