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: 21 November 2025
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.

Needs attention
Achievement Needs attention
The progress children make across all areas of their development is not consistent. This is
particularly evident within communication and language as an area of learning. In particular,
children who speak English as an additional language are not fully supported to make
sufficient progress. Children do not have enough opportunity to learn through the use of
targeted strategies to support their understanding of language. Equally, children with special
educational needs and/or disabilities do not make progress as swiftly as they could. There is
not enough focus on evaluating what children already know and can do to ensure next steps
for learning are accurate. Children's progress and achievement through the curriculum do
not prepare them for the next steps in their learning journey, including preparing for school.
Next steps for learning do not support children's sequence of developmental milestones. For
example, independent self-care skills are prioritised over building children's communication
and language when language development underpins all areas of development. This
impacts overall achievement levels for some children in all areas of development.
Behaviour, attitudes and establishing routines Needs attention
Support for children to learn the outcome of their actions and how to follow rules is not
consistent. Some staff model following the rules and reinforce these by encouraging children
to join in. For example, children are encouraged to help wipe up water when the floor
becomes slippery during water play. However, teaching children why they should do this is
inconsistent. This means children often know what must be done and what rules to follow
but may not fully understand why they must do so.
Support for children to learn the benefit of turn-taking is not fully embedded. Children are
learning to take turns and share toys. Staff support children if they are finding this difficult.
For example, they provide sand timers to help children know when it is their turn.
Occasionally, they do not follow up with children when they forget their turn, which minimises
the impact for children to see the value in turn-taking.
Staff create a positive environment and have good relationships with their colleagues. This
supports children to learn how to interact with others and build relationships.
Children's welfare and wellbeing Needs attention
Staff do not support children to wash their hands after blowing their own noses, increasing
the risk of spreading infections, coughs and colds. There are procedures that support staff
and children to practise good hygiene habits before mealtimes, and all staff and children
wash their hands before eating. In general, leaders implement policies and procedures to
support staff to promote children's wellbeing and safety.
Leaders provide healthy snacks for children to enjoy, and they encourage parents to provide
healthy and balanced foods in lunch boxes. During mealtimes, staff talk to children about
what they are eating, and during energetic activities, staff explore with children how their

bodies feel. For example, they ask children to feel their heartbeat and explain that hearts
beat faster during physical activity. Children are starting to learn about their bodies and how
movement impacts on them.
Staff build secure attachments with all children. Children feel safe and secure. They are
confident to ask staff for help with personal care, play or interactions with their friends. Staff
are responsive to children's individual needs. Staff support children to recognise their
emotions. For example, they explore how characters are feeling during story time. This
supports children to start naming emotions and understand the feelings behind them.
Children's emotional wellbeing is well supported.
Curriculum and teaching Needs attention
Staff do not have the knowledge and understanding of the setting's curriculum. Leaders
intend to use the early years foundation stage (EYFS) as the curriculum to meet areas of
development for all children. Activities are planned to support children's current interests.
For example, children explore topics such as 'Space' with staff, and children dress up as
astronauts. Children enjoy playing, but staff teaching skills are varied, meaning that
opportunities for learning are not as effective as they could be.
Staff's teaching and promotion of children's communication and language are inconsistent.
For example, children are not always given enough time to process what they have heard in
order to think and respond, particularly those who speak English as an additional language.
Additionally, although staff plan plenty of activities that would support opportunities to
explore mathematical concepts and learn new vocabulary, they do not include a broad range
of mathematical language to teach different mathematical concepts.
Staff provide children with plenty of opportunities to build children's social skills and physical
play. For example, children enjoy playing hide and seek together in the garden. The
curriculum is designed to support children in all areas of development within the EYFS.
However, inconsistency in how and when leaders and staff carry out and evaluate
assessments impacts children's learning and development.
Inclusion Needs attention
Staff knowledge of how to support children with special educational needs and/or disabilities
(SEND) is inconsistent. Consequently, the quality of support in place for each child is
variable. Staff are able to identify children's individual needs. However, they are not always
clear on what support to offer children to support their needs. For example, they do not
always identify which individual need is the highest priority. This means that children are
sometimes set next steps in learning that are not well planned. Leaders' overview of the
processes and procedures for supporting children with SEND is not prioritised. For example,
progress and assessments are monitored and evaluated inconsistently. This means that for
some children the gaps to learning are not closed as swiftly as they could be. Staff lack
knowledge on how to plan, assess and review the support children need to minimise
barriers to learning.
The setting works with external professionals to seek support for children with SEND. Staff
benefit from their knowledge and implement suggestions. Staff work alongside families to

support children with individual needs, providing parents with information on their child's
learning so that they can support this at home.
Leadership and governance Needs attention
Leaders do not always identify areas for development in the setting. For example, leaders
do not ensure that staff understand the curriculum and how to support all children's
development, in particular those with special educational needs and/or disabilities (SEND),
so that they make sufficient progress. When evaluation does highlight that more time needs
to be found to organise the planning and support for children with SEND, leaders do not
prioritise the importance of this.
Leaders do not prioritise time to observe staff teaching to evaluate the impact of the
curriculum and teaching on children's development. In turn, they do not identify and prioritise
the focus of staff training accurately. This means that training delivered through staff
meetings and supervision is not as targeted as it could be.
Leaders evaluate the setting's strengths. For example, they understand that they have built
a team that has secure relationships, which supports how well staff work together as a team
to support each other. The team is happy, and members enjoy being part of the setting. This
in turn supports a positive environment where children feel happy.
What it's like to be a child at this setting
Children's learning through play is varied due to inconsistencies in teaching. There is a wide
range of activities to support children's development, and children are encouraged to access
these with staff. For example, staff and children spend time creating crafts together, which
supports children to build their fine motor skills. A lack of purposeful planning of children's
learning means that while children do enjoy playing, their learning is not as effective as it
could be. In particular, children with special educational needs and/or disabilities need more
focus on what they need to learn next to make progress in all areas of their development.
Children explore in a safe and secure environment. Generally, children's care needs are
responded to in a way that supports their physical and emotional wellbeing. For example,
they are supported to get changed out of wet clothes after play. However, staff do not always
support children to practise these skills independently, minimising the opportunity for
children to prepare for their next stage of learning, including school. In addition, children are
not learning all of the healthy habits they need to stay well. For example, they are not

supported to wash their hands after blowing their nose. Children form good relationships
with their peers and staff. Children arrive ready for a day of play with their friends. They are
welcomed warmly at the start of their session, and they separate confidently from their
parents and carers.
Children enjoy yoga sessions. Staff teach children each pose, and children excitedly join in.
They remember the poses and how to create the shapes with their bodies. They are building
on their core muscles as well as their gross motor skills.
Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following actions by the assigned date:
Action Completion
Date
put in place an improved process for supporting children with special
educational needs and/or disabilities so that robust and effective
support is provided for all children
19/12/2025
ensure staff have a secure knowledge of the curriculum and how to
implement it effectively so that all children's learning is catered for
16/01/2026
monitor staff's teaching and practice to ensure any gaps in their
knowledge and skills are identified and supported with professional
development
16/01/2026
collate all children's starting points in a timely manner so that staff
use them to plan effective next steps in learning that support
children's development
19/12/2025
ensure staff know how to consistently support children to understand
the rules and boundaries that are in place and why they are in place
16/01/2026
ensure that all staff support children to create hygiene habits, such as
good handwashing after nose blowing, that support their wellbeing
19/12/2025
About this inspection
The inspector spoke with leaders, practitioners and the special educational needs
coordinator 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

Inspector:
Nicole Odell
About this setting
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 21 November 2025
Children numbers
Age range of children at the time of inspection
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.
A quality assurance visit by an additional inspector was carried out at this 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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