Whizz Kids Pre-School

Inspection of Whizz Kids Pre-School Ashford Park Primary School, Station Crescent, ASHFORD, Middlesex TW15 3HN

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children are eager to start their day as they are warmly welcomed by staff. The enthusiastic leadership team is committed to providing an inclusive environment for all children and their families. The key-person system is securely in place and staff have a good knowledge of their individual key children, including their development, care needs and what makes them unique. Children demonstrate friendly behaviour and make good relationships with other children. The caring staff spend plenty of time playing with the children in a positive way. They build strong bonds with children, who are happy, settled and secure. Children are keen to engage with staff. They confidently make choices and enjoy playing with toys that capture their interest and imagination.

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The provision is good

Leaders and staff have high expectations of all children and this is reflected in their practice. They monitor the overall progress that all children make. This enables them to identify any gaps in children's learning. Leaders support staff effectively in implementing plans to help children to catch up if necessary. They work effectively with other professionals involved in children's care, to ensure that any child who needs additional help quickly receives the support they need to enable them to progress. All children, including those with special educational need and/or disabilities, have a positive attitude to learning and make good progress from their starting points.

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need to do better?

n Children behave well. Staff act as good role models. They provide effective guidance and strategies to promote children's positive behaviour and well-being. Children cooperate well with others, know how to resolve conflict, and have a good understanding of the impact that their behaviour has on others. They interact very well with other children, show high levels of imagination, retell familiar stories and act out their experiences during role play. n There is a strong focus on mathematical development, and children have numerous opportunities to explore numbers, shapes and measures as they play. For example, during role play, children delight in making porridge using small, medium and large pans, and they have many opportunities to categorise items by size and quantity during everyday activities. n Staff are very dedicated and committed to their roles. They interact well with children and provide a range of activities that promote children's enjoyment and

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need to do better?

learning effectively. However, occasionally, large-group activities are not consistently well organised. This leads to some younger children losing interest, and therefore they do not benefit fully from the learning experience. n Children's communication and language skills are supported very well. Staff continually talk to children, encourage them to describe what they are doing and

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need to do better?

2 March 2020 extend their vocabulary further, for example by introducing new words. Older children speak with increasing confidence. For instance, when listening to familiar stories they describe in detail what they see and accurately predict what might happen next. n Staff place a good focus on children's personal development. Children enjoy playing in the well-resourced garden. They learn about the importance of being physically active and use apparatus with confidence. Staff encourage them to take some risks as they play, and children learn to assess risks for themselves. For example, as children use scissors, they identify that they must be careful as these are sharp. n Although staff provide enjoyable activities that motivate children to join in, they do not always consider children's existing level of understanding when interacting with them. Subsequently, they do not consistently challenge children

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need to do better?

at the highest level to extend their knowledge and skills even further. n Leaders focus well on staff's well-being. Staff supervision meetings enable them to support staff in their continuing professional development. This ongoing support contributes to the development of a stronger and more confident staff team. n Partnerships with parents are good overall. Leaders take a proactive approach to ensuring that all children and their families feel welcome. For example, they provide newsletters in several languages so that all families benefit from information regarding children's activities, which contributes to them supporting children's learning at home. However, leaders have not explored ways to provide parents with opportunities to contribute to the self-evaluation of the setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders ensure that staff keep their safeguarding knowledge up to date through regular training. Leaders and staff understand their responsibilities in helping to keep children safe. For example, effective staff deployment ensures that children are very well supervised. Leaders and staff know how to recognise signs that children may be suffering from abuse and/or neglect. Staff have a good understanding of wider safeguarding issues and are clear about the setting's reporting processes. The procedures for recruitment are robust and leaders monitor the ongoing suitability of staff. Staff undertake daily risk assessments and check that the setting is safe and secure for all children.

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should:

n enhance staff's understanding of children's existing knowledge and skills, to enable them to build on children's learning to the highest level as they engage in

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should:

2 March 2020 their play n review the organisation of large-group activities to help keep all children focused and engaged in their learning n strengthen the opportunities for parents to share their views on the setting and contribute to its continual improvement.

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Setting details

Unique reference number EY368363 Local authority Surrey Inspection number 10108679 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 26 Number of children on roll 46 Name of registered person Clough, Charlotte

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reference number

Telephone number 01784250655 Date of previous inspection 28 April 2015

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Information about this early years setting

Whizz Kids Pre-School registered in 2008 and is situated in the grounds of Ashford Park Primary School, in Ashford, Middlesex. The pre-school is open Monday to Friday from 9am to 3.30pm, during term time only. Children can attend mornings, afternoons or all day. The pre-school receives funding to provide free early education for children aged two, three and four years. The pre-school employs a team of seven staff. All staff hold appropriate early years qualifications at level 3 and above.

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Inspection activities

n The inspector observed the quality of teaching and interactions during activities indoors and outdoors, and assessed the impact this has on children's learning. n Discussions took place with parents, staff and children throughout the inspection. The inspector took account of the views expressed. n The inspector completed a tour of the premises with the manager. They talked about how the provider organises the nursery and the play and learning experiences they provide for children. n The inspector discussed with the manager how staff update their skills and how the team evaluates the quality of the provision. n The inspector checked evidence of staff suitability and discussed recruitment procedures with managers.

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Inspection activities

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.

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Inspection activities

2 March 2020 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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