Westside Pre-School

Westside Pre-School

Unique reference number (URN): 2757060 Address: 29 Howard View, Basingstoke, RG22 6LF Type: Childcare on non-domestic premises Registered with Ofsted: 11/09/2023 Registers: EYR Registered person: Ilett, Victoria Mary

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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.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

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.

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Behaviour, attitudes and establishing routines Expected standard

Behaviour at the setting is positive and the children understand the expectations. Routines are consistent, which supports those expectations and positive behaviours. Staff work alongside children and reinforce these expectations when needed. Any negative behaviours are addressed swiftly with minimal disruption. Children are praised when they show positive behaviours and attitudes. A positive environment is clear throughout. This is due to the amount of mutual respect and understanding between staff and children. Strong relationships that have been forged are clear. Staff treat children with respect and courtesy. They are positive role models and treat colleagues the same, which children model. This promotes manners and friendships.

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Behaviour, attitudes and establishing routines Expected standard

The children get along well and create strong friendships. They invite others into their play naturally. They extend the play together and interact with their peers. They play games that promote social skills and turn-taking. Staff support those younger ones while learning these skills, allowing them to take part.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work with families to promote punctuality and attendance for children. They support them in reducing barriers and ensuring the child can have a positive education. Strong communication from leaders and families makes this work.

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Children's welfare and wellbeing Expected standard

Children are cared for and loved. Their emotional wellbeing is considered and children reach out to their key person for support. Children are given opportunities to talk about their emotions and express how they are feeling with their key person. They are supported to manage these alongside their key worker, which allows them to feel safe and well cared for. There are secure relationships, making children feel safe. This allows them to settle quickly, including those with special educational needs and/or disabilities and those known to social care. Key persons work well with the parents to ensure a smooth transition for the children too. Staff are responsive to the needs of the children at different points of the day. Routines are well embedded, which allows the children to understand the expectations of staff. This includes lining up to wash hands, sitting at the table for lunch and joining in circle time with

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Children's welfare and wellbeing Expected standard

the others. Children understand the importance of washing their hands before snack and after using the toilet to stay healthy. They are also supported in being safe in the garden and

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Needs attention

negotiating space. Physical development is a strength and is offered in many ways to practise this.

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Achievement Needs attention

Children are not prepared for the next stages in their education when they leave the setting. With no clear curriculum, it is unclear what progress the children have made. Staff are not always sure why children are learning concepts, such as colours in the younger room. Those who need extra support do not always get this in time to make a difference to their learning outcomes. Staff complete two-year checks, but this information is not shared widely to ensure that the children make progress from their starting points.

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Achievement Needs attention

Communication and language are not a main focus here. There is no whole-group provision to support those who need extra support. Children with special educational needs and/or disabilities would benefit from this. Staff would benefit from training to support children with communication and language needs. As the referrals are not consistent, this affects the achievement of the children in the setting. A love of reading is not promoted and books are not always age-appropriate, with too many words. Children do not share stories or sing songs throughout the day to help promote this.

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Curriculum and teaching Needs attention

Leaders do not have a clear curriculum that is appropriate for the children. This is heavily based on themes, which means the skills the staff want the children to learn get lost and are unclear. There is no clear progression and activities are not always age appropriate. Younger children are not sharing stories with adults and building vocabulary, but staff focus on them learning colours.

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Curriculum and teaching Needs attention

Leaders understand the barriers to learning but do not always put the correct support in place for those children swiftly enough. They do not set high ambition or challenge. Staff sometimes use modelling and facilitate play. However, this is not consistent across the setting. The activities do not always promote independence or give the children the opportunity to practise those skills needed to develop to the next stage, such as using scissors to cut snowman shapes before holding a pencil to write their name.

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Curriculum and teaching Needs attention

Personal, social and emotional development is a priority. Children can play alongside each other and share resources. The younger children are having play dough cake and sharing resources, while the older children are playing in Santa's grotto, developing friendships and social skills.

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Inclusion Needs attention

Leaders work with staff to identify any needs children may have. However, this is not always done quickly enough. Children's support needs are not always assessed and reviewed using a clear step-by-step approach, which means some children may not get the help they need. Some adjustments are made so children can join activities, but these are not always planned or checked for effectiveness.

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Inclusion Needs attention

Leaders work with some professionals to seek advice. However, this is not shared widely enough with staff to support those with special educational needs and/or disabilities in the setting. Those who are new to the setting do not benefit from the knowledge and experience already in place. Children have a support plan. However, this is not specific enough to allow the children to make progress.

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Inclusion Needs attention

The setting works with the local authority to support those families who are known to social care, offering guidance and advice. These vulnerable children are cared for and loved, and leaders use the additional funding, alongside the families, to support their needs as a family.

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Leadership and governance Needs attention

Leaders are resilient considering what they have faced in the past 2 years. They have shown great strength for their families and their staff team. They have continued to be there for the families and their team and have supported each other. They have continued to face barriers but have kept going every week.

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Leadership and governance Needs attention

Leaders complete supervision sessions for the team, which offer staff support and discussions about wellbeing. Staff's professional development is not at the forefront of those supervision sessions though. Leaders offer some training for the staff. However, this is not always impactful due to staff's working hours or sickness. Training should be offered to everyone to negate these issues.

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Leadership and governance Needs attention

Leaders share their own knowledge with the staff through internal training, but this is not always strong enough to be evident in the practice at the setting. Training should be specific to the needs of the children and the issues the community regularly faces. This would also benefit children who have special educational needs and/or disabilities.

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Leadership and governance Needs attention

New staff are welcomed and mentored by existing staff, which helps with their induction process.

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What it's like to be a child at this setting

Kind and caring staff warmly greet the children as they arrive happy and eager. Children settle quickly at this welcoming and calm setting. Routines and expectations are clearly embedded throughout. They dive straight into writing letters to Santa, asking their peers what they would like. Staff often support children's play, using key vocabulary and praise. This helps to promote confidence and self-worth, particularly to those who are newest to the setting. The curriculum is taught through topics, although this lacks clear progression. It is sometimes not age appropriate, which impacts the achievement of the children.

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What it's like to be a child at this setting

Children with special educational needs and/or disabilities are not all catered for in the same way. Referrals are not always done in a timely manner. This means that support is not consistently implemented early enough to reduce the risk of children falling behind.

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What it's like to be a child at this setting

Leaders and staff show resilience in ensuring consistency and routines following some difficult circumstances. They create strong close bonds for the children by creating a calm environment. This radiates love and compassion. Staff speak highly of their own wellbeing support from leaders too. Staff training should be impactful for the children and purposeful to the staff.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:15 - 15:45

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, parents and children during the inspection.

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About this 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.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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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.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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