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
Inspection report: 15 May 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

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

Inspector:
Kelly Lane
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.
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.
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.
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.
About this inspection
The inspector spoke with leaders, staff, 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.

Unique reference number (URN): EY368363
Address:
Ashford Park Primary School
Station Crescent
ASHFORD
Middlesex
TW15 3HN
Type: Childcare on non-domestic premises
Registration date: 09/10/2008
Registered person: Clough, Charlotte
Register(s): EYR
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
Local authority: Surrey
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 15 May 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
26
Our grades explained
Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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