URN EY428675 · Inspected 2026-01-19 · Published 2026-03-09 · Inspector: Rebecca Stead
Pavilion Preschool Unique reference number (URN): EY428675 Address: Delph Park Avenue, Aughton, Lancashire, L39 5DG Type: Childcare on non-domestic premises Registered with Ofsted: 23/08/2011 Registers: EYR Registered person: Pavilion Pre School Inspection report: 19 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. Strong standard Achievement Strong standard Children make strong progress across all areas of their development. They demonstrate deep curiosity and a resilience in play and a willingness to engage in new experiences. Children are highly independent, completing tasks and following routines throughout the day. For example, children dress themselves for outdoor play and sing songs, enjoying tidying up together. This positive attitude to learning and confidence in managing tasks means children are well prepared for the new routines they may experience at school. Children with special educational needs and/or disabilities demonstrate a deep understanding of what comes next in their routine. They listen intently to carefully sequenced instructions and follow them well. Children play games that they enjoy and are immersed in learning that is firmly child-centred. This means that children never miss an opportunity to learn and make secure progress from their starting points. Behaviour, attitudes and establishing routines Strong standard Leaders and staff take every opportunity to support children to manage their feelings and behaviour with increasing confidence. For example, staff establish clear routines and provide an abundance of familiar activities. This means children consistently know what comes next and transition to other activities with ease. Staff recognise that children enjoy learning about penguins and incorporate these interests into all areas of learning. As a result, children consistently demonstrate a positive attitude to their learning and deep engagement during all activities. Leaders and staff are nurturing, positive role models for children to learn from. They have ambitious expectations for all children and hold their achievements in high regard. Staff teach children about boundaries and sharing spaces with each other as they ride on trikes together in the garden area. Furthermore, staff teach children how to be kind and consider each other's feelings during carpet time activities. As a result, children collaborate well with staff and each other and fully understand the expectations for behaviour. Leaders place a strong focus on attendance and punctuality. They monitor this well by planning early registrations and following up on absences quickly. As a result, all children and those who face barriers to their learning benefit from consistent daily routines. Children's welfare and wellbeing Strong standard Leaders and staff create consistently welcoming spaces, where children can access and enjoy inclusive play. Care practices are highly effective and meet the needs of all children, including those with special educational needs and/or disabilities (SEND). All children follow routines extremely well, and hygiene practices are deeply embedded throughout the day. Children independently wash their hands ready for snack. They learn about risks as they use knives to cut their chosen fruit into segments at snack time. Furthermore, children know to tidy away their plates into separate buckets without instruction. Children know they must Expected standard wash their hands after digging in the mud and picking up litter, and they do this independently. As a result, children develop a solid foundation for self-care and physical health. Staff support children to manage their emotions extremely well. Children rarely show frustration throughout the day, but when they do, staff are quick to offer gentle solutions and reassurance that meet their individual needs. Leaders and staff are highly skilful at adapting routines so that children with SEND self-regulate easily. This means children quickly settle with little disruption to others. Furthermore, all children develop a secure sense of emotional wellbeing and display deep bonds with staff. Inclusion Strong standard Meeting the needs of children with special educational needs and/or disabilities is the highest priority for leaders and staff. Leaders engage rapidly with professionals to access high-quality child-specific training and guidance. This means staff assess children and provide health plans for them without delay. As a result, all children thrive, make excellent progress and are kept safe. Furthermore, barriers to all children's learning are removed quickly. Leaders and staff foster a highly positive culture surrounding inclusion. Differences are consistently prioritised and celebrated. Staff inform children about their peers who are facing challenges, and children gain great pleasure in caring for them. Discussions with children are sensitive, reassuring and age-appropriate, encouraging children's prayers for their peers. This supports children to develop empathy and consideration for their peers. Leaders monitor children's progress thoroughly, assessing the impact strategies have on meeting the needs of all children. Staff offer a highly graduated approach to teaching that means children build knowledge well. Staff quickly recognise when children become distracted and offer sensory resources. This helps children to regain focus and consistently engage in learning and makes a sustained difference to the experiences and outcomes of all children, including those in receipt of additional funding. Curriculum and teaching Expected standard Leaders and staff have developed an ambitious curriculum and assess children well. Staff embrace every opportunity to extend children's mathematical knowledge during daily routines such as registration time. They support children to build their physical, social and concentration skills, using graduated instructions in the creative area. Staff use these strategies to support children with special educational needs and/or disabilities during sensory water play, which helps them concentrate and self-regulate. Furthermore, staff teach children to count beyond 10 during registration. As a result, children are developing appropriately from their starting points, across all areas of learning. Staff support children to build their vocabulary and language skills throughout most activities. They encourage children to develop a deep love of books and teach children new languages. However, children are not always provided with opportunities for meaningful discussions during story times and are given restricted time to practise critical thinking skills. This narrows the opportunities for developing children's emerging thinking even further. That said, leaders have a positive attitude to recognising areas of the curriculum they need to improve on and action this immediately. This means leaders demonstrate a clear commitment to driving improvement and promoting outcomes for all children. Leadership and governance Expected standard Leaders monitor the arrangements for inclusion extremely well. They place a clear focus on securing the highest outcomes for children with special educational needs and/or disabilities. This has a notable impact on the achievement of all children. Staff speak highly of leaders, specifically the support and nurture they provide for them. Leaders recognise staff strengths and champion them, using this knowledge to assign individual roles and training that maximises their expertise. Furthermore, leaders strengthen staff's understanding of how to keep children safe. Consequently, staff feel valued for their efforts, and this further improves outcomes for children. Parents speak highly of leaders and staff. They are delighted with their child's progress and champion the efforts of all staff. For example, they speak highly of the arrangements for settling children into the pre-school and the support staff provide with toilet training. Leaders share information with parents and professionals to support a continuity of care and learning for all children. However, approaches to engaging all family members during transition times are not consistently embedded. That said, leaders are highly responsive to recognising areas for improvement. This means leaders drive continuous improvement, which secures positive outcomes for all children. What it's like to be a child at this setting All children thrive in this warm, caring and highly inclusive pre-school. This is because leaders and staff plan a stimulating, nurturing and rich environment that meets the emerging needs of each child. Leaders place a strong focus on targeted, holistic support for children, both indoors and in the inspiring outdoor classroom. Staff lead by example and have the utmost commitment to rapidly meet the needs of children. As a result, all children consistently find deep enjoyment in learning and build positive relationships with staff and their peers. Inspector: Rebecca Stead About this setting Unique reference number (URN): EY428675 Leaders and staff offer a warm and reassuring welcome to every child on arrival. This routine is unhurried, and each child has time to settle in gently. This has a significant impact on children, as they build a sense of belonging quickly. Children benefit from enriching activities that build on their physical skills, such as digging for treasure in the mud and picking up litter with tools. They create robots from recycled materials and work together to solve problems. Staff consistently offer adapted support and positive praise as they make progress. Consequently, children are achieving and making excellent progress from their starting points. Furthermore, children develop social skills and self-regulation securely. Leaders and staff value the importance of building children's resilience. They offer limitless opportunities for children to take age-appropriate risks. For example, children use scissors and explore in the garden in their waterproof clothing. Staff carefully observe play and intervene when necessary, providing instructions about how to consider others and stay safe. Leaders and staff work collaboratively with families and professionals. This helps them to plan highly effective strategies to support and protect children with special educational needs and/or disabilities and for children who face barriers to their learning. As a result, all children are well cared for and safe. Next steps Leaders should continue to strengthen their arrangements for engaging with all family members, so children are exceptionally well prepared at times of transition. Leaders should support staff to strengthen the quality of interactions with children to develop their emerging thinking skills, so they excel in their learning and development. About this inspection The inspector spoke with leaders and practitioners 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: Delph Park Avenue Aughton Lancashire L39 5DG Type: Childcare on non-domestic premises Registration date: 23/08/2011 Registered person: Pavilion Pre School Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:30 Local authority: Lancashire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 19 January 2026 Children numbers Age range of children at the time of inspection 2 to 4 Total number of places 24 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. 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