Whizz Kids Pre-School

Whizz Kids Pre-School

Unique reference number (URN): EY368363 Address: Ashford Park Primary School, Station Crescent, ASHFORD, Middlesex, TW15 3HN Type: Childcare on non-domestic premises Registered with Ofsted: 09/10/2008 Registers: EYR Registered person: Clough, Charlotte

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Children, including those with special educational needs and/or disabilities (SEND), make secure progress from their starting points. Children with SEND benefit from precise and targeted support that enables them to access learning and make inspiring progress alongside their peers. However, children who speak English as an additional language do not always benefit from frequent opportunities to hear language throughout their play. Older children speak with confidence. They join in activities, learn new vocabulary and increasingly use language to express their needs and emotions.

p.2

Achievement Expected standard

Children demonstrate growing independence and self-confidence. They know to wash their hands before mealtimes and take themselves to the toilet. Children demonstrate strong physical development as they walk, run and skilfully learn to ride tricycles. Overall, children develop the skills they need for their next stage of learning, in readiness for their transition to school.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders create an environment where expectations for behaviour are generally understood. Children form warm relationships with staff, who respond with warmth and reassurance, when children need a little reassurance. Generally, staff support children to understand their expectations of behaviour by giving gentle reminders as they play. This helps children learn how to play alongside others and cooperate. However, expectations for behaviour are not always reinforced consistently during transitions between activities, meaning routines are not always as calm and orderly as they could be. At these times, some children are less certain about what is expected of them and can become a little overexcited when they are unsure about what is happening next. This occasionally limits opportunities for children to fully regulate their behaviour and move smoothly between activities.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are engaged, and they demonstrate positive attitudes to their learning. They join in with group singing and stories sessions, where they follow instructions and participate alongside their peers. Staff consider children's age and stage of development, providing them with smaller groups to take part in. This helps children benefit from the intent routines in the day. Staff place importance on children's attendance and punctuality. This ensures that all children, including disadvantaged children and those with special educational needs and/or disabilities, are supported to maintain routines.

p.2

Children's welfare and wellbeing Expected standard

Children build warm attachments with their key staff and separate with ease from their parents as they arrive. Furthermore, children with special educational needs and/or disabilities (SEND) receive responsive support to meet their individual needs. Staff use strategies, such as visual aids, to help children select their food at snack time. They provide plenty of reassurance and talk to children about their emotions. This generally helps children manage transitions and develop their emotional security. Children, including those with SEND, have ample opportunity to exercise. They love being outside in the fresh air. Staff talk to children about keeping their bodies healthy, including after physical activity. They teach children about being safe as they jump and climb on the equipment. This helps children learn how to keep themselves safe. Children follow good hygiene routines as they wash their hands before snack time. Staff gently remind them of

p.2

Children's welfare and wellbeing Expected standard

the importance of using soap. Children demonstrate an independent understanding of making healthy choices. They recognise that different fruits and vegetables have nutritional benefit. This helps children learn healthy habits for the future.

p.3

Curriculum and teaching Expected standard

Leaders have supported staff to typically support them to strengthen the curriculum since the last inspection. Staff place a high priority on children's physical, personal, social and emotional development. They use regular assessment to monitor progress from when children start at the setting.

p.3

Curriculum and teaching Expected standard

Staff use their observations to plan next steps and adapt activities to meet individual needs. Leaders have sought training to develop their understanding of how to support children with special educational needs and/or disabilities (SEND). Typically, all children, including those with SEND, make secure progress in their learning and development. However, staff do not always consider precisely how to support children with English as an additional language to make swift progress in their communication and language.

p.3

Curriculum and teaching Expected standard

Overall, stories and songs are embedded in daily routines. Children sing confidently as they learn about the days of the week and weather. Staff teach them about how plants grow and help children to measure the height of the plants. This helps children develop their early mathematical concepts. Younger children take part in a story bag activity and engage well. This helps children to practise vocabulary and remember familiar songs. Older children choose books independently and enjoy sharing stories with staff.

p.3

Inclusion Expected standard

Since the last inspection, leaders have reviewed how they identify children's needs early through a well-planned set of observations and assessments. They carefully use baseline assessments and effective screening to identify any additional support children may need. Leaders and staff work collaboratively with parents and other professionals. This helps to create support plans to help children meet their next steps in their learning and development. Leaders monitor children's progress and regularly review children's progress alongside the children's key person to ensure that they adapt the provision where needed.

p.3

Inclusion Expected standard

Staff are proactive in applying for additional funding where required. They use this funding effectively to support children's development. For example, staff implement early interventions, such as language bags with a focus on developing children's communication and language skills. Children with English as an additional language are confident at the setting. Staff typically ensure that they target their interactions to further their language skills, but this is variable in children's chosen play. That said, children with special educational needs and/or disabilities make steady progress from their starting points. Leaders have improved opportunities for staff to engage in ongoing training opportunities. For instance, staff have attended training focused on children's individual needs, in particular how to support children in their learning and development. Staff share information with parents, so the support can be continued at home. This provides consistency for

p.3

Inclusion Expected standard

children and enables them to make continuous progress in their development.

p.4

Leadership and governance Expected standard

Since the last inspection, leaders have identified plans for improvement and sought support from their local authority early years adviser. They identified ways to gather more information from parents when children start at the setting and also to ensure that the key-person system is in place from when the children start their placement. This helps staff to identity any potential barriers to children's learning swiftly.

p.4

Leadership and governance Expected standard

Leaders ensure that children who are eligible for any additional support or funding have timely referrals and create precise support plan to support their needs. This helps children, including children with special educational needs and/or disabilities (SEND), make rapid progress in their learning and development.

p.4

Leadership and governance Expected standard

Staff report that they feel well supported by leaders who monitor their workload and wellbeing. They receive regular supervisions to review their work and identify their training and professional development needs. Staff have completed relevant training to develop their knowledge and skills to support children with SEND. Leaders recognise that the curriculum is typically well taught. However, the support for children who speak English as an additional language is in its infancy. As a result, teaching does not always reflect leaders' expectations. This means children do not always experience consistently high-quality interactions to support their communication and language.

p.4

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

Children quickly settle into their day at this fun and nurturing pre-school. They demonstrate secure attachments with staff, seeking reassurance when needed and inviting adults into their chosen play. Leaders place a high priority on the key-person approach, and staff take time to get to know the children and families who attend. This helps staff plan around children's likes and dislikes, creating a trusting and safe environment where children thrive in their development. Children with special educational needs and/or disabilities are supported by caring and knowledgeable staff to make consistent progress from their starting points.

p.4

About this setting

Leaders have designed a curriculum that introduces children to the wider world around them. For example, children learn about growing plants and show curiosity as they observe snails moving through the grass. Staff teach children how to care for plants, including watering them and ensuring that they have enough sunlight. Children are generally confident communicators and confidently recall words such as 'soil' and the names of insects they have been learning about. They thoroughly enjoy stories linked to their themes of learning and enthusiastically recall familiar phrases, helping to broaden their growing vocabulary.

p.5

About this setting

Children develop their imagination as they create complex structures with blocks and play cooperatively as they discuss their creations. Staff skilfully introduce new concepts such as the shape of a cylinder while children count and compare sizes in their play. This supports children's early mathematical development.

p.5

About this setting

Children thoroughly enjoy outdoor play, where they develop physical skills as they carry water and scoop sand. They take part in planned craft activities, concentrating as they practise cutting and gluing skills, helping to strengthen the small muscles needed for future learning. Children engage in joyful learning where they feel valued and listened to by caring staff. As a result, children are eager to attend, and absences are minimal.

p.5

Next steps

Leaders should support staff to consistently reinforce expectations during transitions, so children learn what behaviour is expected of them. Leaders should strengthen the quality of staff's interactions further to ensure that children who speak English as an additional language continue to develop their communication and language skills.

p.5

About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection.

p.5

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. Unique reference number (URN): EY368363

p.5

Address:

Ashford Park Primary School Station Crescent ASHFORD Middlesex TW15 3HN

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 12:00,Monday,Tuesday,Wednesday,Thursday,Friday : 12:30 - 15:00,Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:30

p.6

Facts and figures used on inspection

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

p.6

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

Urgent improvement

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

p.7

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.

p.7

Urgent improvement

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 .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.7