Wizz Kids Pre-School

Inspection of Wizz Kids Pre-School Sunnyvale Road, Sheffield, South Yorkshire S17 4FB

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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 Good

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The provision is good

Children arrive at the setting happy and eager to learn. They are welcomed by warm and friendly staff. Staff create a well-organised and stimulating environment, which includes real objects and natural materials for children to explore. Children have endless play opportunities inside and outside. Their communication and language skills are excellent. Staff sit among children in small groups, asking questions and showing a genuine interest in children's ideas. Children feel valued. They invent role-play games and joyfully express their ideas using language. Children are engaged, interested and enthusiastic.

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The provision is good

Children start the day in small groups. Staff create playful activities, such as pretending to feed a monster. Children quickly develop confidence as they practise counting and learn to sequence and memorise patterns. Staff ignite children's love of books and reading. They skilfully share focus stories to support and extend children's learning. Children join in with familiar phrases and actions and explore rhythms and songs. Children speculate what might happen next and remember what they have learned. Children are eager to read. For instance, they climb into a chair and say, 'Let's read this together.' Outside in the water, children use jugs, bowls, spoons and herbs. Children like and trust staff. They ask for advice and share two-way conversations. Children engage in their play for prolonged periods of time.

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need to do better?

n Staff plan a wide variety of interesting and stimulating activities for children to explore. They skilfully extend children's thinking and understanding with questions and conversations. Most staff have a broad understanding of the curriculum intent and know how children learn. However, there are a some inconsistencies in staff's understanding on the next steps in learning they are focusing on for children. n Staff focus on children developing their independence. Children take off their coats and shoes and put on their slippers and wellington boots. However, on occasions, staff help children to do tasks that they could learn to do for themselves, such as washing their faces and wiping their noses. n Children are kind, helpful and polite. They build close relationships with staff and develop friendships with other children. Children benefit from a clear routine. They know what is happening now and next. Staff involve children. Children

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need to do better?

listen and follow instructions to help tidy up. This helps children to have a sense of belonging. n Staff develop excellent relationships with the neighbouring school so that children's transitions are smooth. Staff develop good relationships with other professionals and work closely with parents and carers to support children with

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need to do better?

22 January 2025 special educational needs and/or disabilities and children who speak English as an additional language. n Staff encourage children to explore their needs and emotions. Children play in the construction area and build a home for a stone. They consider that it might need warmth, water and food. Staff extend children's thinking by asking what might make it happy. n Children sit together to share a healthy lunch. Staff sit on the floor with babies and help them to feed themselves. Staff monitor sleeping babies constantly. n Staff share information with parents in daily conversations, on an online app and in a termly report. Parents say that the staff are wonderful. They value the key- person system and say that the setting share lots of information with them. Parents say that they are always welcomed and that their children settle easily. They report that their children love coming and develop close relationships with

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need to do better?

staff and friendships with other children. n Parents say that children have lots of opportunities to play outside and that staff create a stimulating environment for children. They comment that children make excellent progress, especially in their communication and language. n The setting benefits from a dedicated leadership team who works hard to support children and staff. Staff say that they enjoy their work and feel valued and supported. Leaders evaluate and make changes to improve the provision. For examples, recent changes include developing an area for two-year-old children. Leaders are in the process of implementing a new planning system for all children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n embed the curriculum intent so that all staff share the same vision and focus on what they want children to learn next n develop children's independence further by supporting them to complete tasks for themselves.

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Setting details

Unique reference number 300784 Local authority Sheffield Inspection number 10375767 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 34 Number of children on roll 94 Name of registered person Wizz Kids Pre-School Committee

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reference number

Telephone number 0114 236 4319 Date of previous inspection 2 May 2019

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Information about this early years setting

Wizz Kids Pre-School registered in 2001 and is located in Sheffield. It employs 16 members of childcare staff. Of these, 14 staff hold relevant qualifications at level 3 or above. Two staff hold qualified teacher status and two hold early years teacher status. The setting opens all year round, from 8.00am to 5.30pm, Monday to Friday, with the exception of two weeks at Christmas. It offers government funded childcare.

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Inspection activities

n Leaders showed the inspector the areas used by the setting and explained how the provision is organised. n The inspector held a number of discussions with the leaders and staff. n Leaders showed the inspector relevant documentation. n The inspector observed interactions between children and staff. n Leaders participated in a joint observation of staff with the inspector. n The inspector observed planned activities and children's play, inside and outside. n The inspector spoke to parents during the inspection and took account of their views.

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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

22 January 2025 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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