Aston Club

Aston Club

Unique reference number (URN): 2809510 Address: 24 Ashley Road, Hampton, TW12 2JA Type: Childcare on non-domestic premises Registered with Ofsted: 09/09/2024 Registers: EYR, CCR, VCR Registered person: PMD Ventures Services LTD

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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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Achievement Strong standard

Children are curious and excited learners. They develop a solid foundation of communication and social skills that mean they can access a wide range of thought- provoking experiences. Children gain confidence as they take risks in a safe space. They gain the balance, coordination and strength they need to thrive. Children learn to be curious thinkers. For example they, enjoy solving puzzles, making and comparing towers and measuring them using different tools, including measuring tapes and blocks. Children enjoy challenging themselves through independent play. They gain the confidence they need to try new activities. When children make mistakes, they show perseverance and resilience to keep trying. All children have infinite opportunities to express themselves, through art, music and craft activities. Children with gaps in their learning understand tools and approaches that help them to achieve. All children are exceptionally well prepared for their future

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Behaviour, attitudes and establishing routines Strong standard

Leaders are strategic in their planning of routines that promote children's feelings of emotional security and safety. This means that all children understand the consistently implemented expectations on them. Children are well mannered because staff embed approaches to reinforcing key values of kindness and consideration. Children feel motivated to make friends and socialise with their peers under the watchful eye of staff. Staff forge positive and nurturing relationships with every child. This helps them to identify any issues or concerns that children have and support them sensitively to resolve them. This includes working with disadvantaged children to understand any changes in their circumstances, including any barriers to attendance. All children are extremely well supported emotionally.

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Behaviour, attitudes and establishing routines Strong standard

Staff work with experts and families to promote the behaviour of children who face emotional challenges. For example, they create routines that adapt to children's moods and reflect their feelings throughout the day. Children learn to take responsibility for their feelings and to reflect on them. The strategies that they use at preschool are shared with parents so that they can help to promote children's behaviour at home. The way leaders work with other settings to support all children during transition is worthy of sharing with others to support system wide improvement beyond the pre-school.

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Children's welfare and wellbeing Strong standard

Staff work closely with external professionals to promote children's wellbeing. For example, they work with a nutritionist to make sure that all meals are of the highest quality and have the most positive impact on children. This includes for disadvantaged children who are provided with healthy snacks that promote their physical health.

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Children's welfare and wellbeing Strong standard

All children experience an abundance of activities that promote their physical health and strength for example through swimming sessions, sports coaching and forest school. This enables children to learn a solid foundation of their own health in preparation for their future lives.

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Children's welfare and wellbeing Strong standard

Staff consistently take steps to adapt the physical environment for children with barriers to their learning. For example, considering the additional equipment children may need to develop basic physical skills when they gasp in their learning. Staff engage with parents effectively to make sure they can access services beyond the pre-school to support children's wellbeing and development. All children develop habits that help enhance their physical and emotional health.

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Curriculum and teaching Strong standard

Leaders create a clear vision for a curriculum that fully encompasses the key knowledge and skills children need. They understand that being ready for school means different things for different children and ensure the curriculum is flexible and targeted at the community of children at the preschool. All children are enabled to achieve their very best. Staff deliver this curriculum consistently, planning awe inspiring experiences for children. For example, children feel excited to partake in music sessions, science experiments and learn languages. Leaders motivate staff to deliver the curriculum consistently by celebrating how their effective teaching helps children to achieve.

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Curriculum and teaching Strong standard

Staff create a culture of conversation with children, at all times of the day their interactions are abundant and of high quality. This helps children to gain extensive expressive skills. Staff enthusiastically adapt the curriculum to the individual needs of children, including those with gaps in their learning. They use their extensive knowledge of what children learn at school to plan a solid foundation for children in preparation for their future education. When children are ready, staff teach them to read words and write their name. Staff carefully pitch their activities to precisely match the learning needs of individuals. Children thrive in all aspects of their development.

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Inclusion Strong standard

Leaders are highly effective in ensuring that all children receive effective support. Staff rigorously assess children's needs and work effectively with a wide range of professionals to promote learning. All children receive timely interventions from experts that help to prepare them for school. Staff create individualised plans for these children that are highly effective. Staff use approaches to supporting individuals that are deeply embedded. For example, when children need support to manage their behaviour staff place a sharp focus on their emotional development. They teach children to think critical and make the right choices so that children build a solid foundation for emotional regulation. Staff work closely with families so that children can continue using strategies at home that promote their learning and wellbeing.

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Inclusion Strong standard

Leaders plan an abundance of experiences for disadvantaged children that help them to gain confidence as they learn key life skills. For example, they plan opportunities for children to go swimming and have regular sports coaching. The highly stimulating and inclusive curriculum consistently reduces barriers to children's learning.

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Leadership and governance Strong standard

Leaders at the preschool are inspiring. They are highly reflective and strive to continuously improve and develop the experiences of all children. For example, they are dedicated to staff professional development and give staff a wealth of opportunities to learn new skills to enhance their teaching. Leaders use appraisals and team meetings to reinforce policies and practice and this gives staff confidence. For example, staff choose to take on increasing responsibilities so that there are leaders at different levels. They feel able to share their knowledge with others for example by regularly giving each other regular positive feedback.

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Leadership and governance Strong standard

A culture of professionalism and collaboration is embedded so that staff carry out their roles consistently well. They have high levels of wellbeing because they feel valued and respected. All staff engage with parents extremely effectively, This includes engaging with harder to reach parents for example by ensuring that communication from the preschool can be translated into multiple languages. Parents are able to feel welcomed and part of life in the preschool community. Leaders and staff work extensively with other professionals, including schools to promote transition. For example, they share their planning with schools so that they can understand what children will learn in the next stage of their education. All children are very well prepared for transition into school.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children are exceptionally motivated learners at this pre-school. They thoroughly enjoy learning and feel excited to share their accomplishments. Staff create a curriculum that closely considers the learning needs of all children, including those with gaps in their learning and wellbeing. This means that all children receive individualised support to reach clear targets in readiness for school. For example, children enjoy a wealth of carefully planned mathematical activities that help them to solve problems. Children feel excited to use numbers in their play. This means they decide to undertake tasks involving mathematics. Children who speak English as an additional language benefit from strategically adapted activities that consider their home languages to help them gain impressive speaking skills. Children are able to gain impressive language and numeracy skills in readiness for school.

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

Children develop positive relationships with staff that help them to feel valued and secure. Staff consider closely the changes in circumstances of all children, including disadvantaged children. This helps them to adapt their routines to promote their wellbeing in highly effective ways. All children trust staff who put their mental health and wellbeing at the centre of their experiences. The relationships between staff and families are exemplary, the feedback from families is consistently valued and used to enhance children's experiences. Leaders continue to work with families through transition beyond the pre-school in impressive ways. Children with gaps in their learning can continue to use effective strategies to support their learning as they move onto school.

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

Leaders rigorously track children's attendance and promote a culture of punctuality, where routines are valued. Children feel excited to attend the pre-school because staff celebrate their unique personalities. Children flourish in all aspects of their development.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: PMD Ventures Services LTD

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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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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Next steps

Leaders should further develop how staff at all levels share their best practice externally to help promote system wide improvement.

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About this inspection

The inspector spoke with staff, leaders, children and parents 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. This data is from 26 June 2026

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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. 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

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 .

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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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