Westside Pre-School

Warm relationships and weaknesses in learning sit side by side at Westside Pre-School in Basingstoke. It has capacity for 45 children. The distinction between care and education matters here: a child can feel settled while still needing more purposeful teaching.

At its December 2025 inspection, Ofsted judged behaviour and routines, and welfare and wellbeing, at Expected standard, with safeguarding standards met; children formed friendships, turned to their key person for comfort and settled readily, including children with special educational needs and/or disabilities.

At the same December 2025 inspection, Ofsted judged achievement, curriculum and teaching, inclusion, and leadership and governance as Needs attention: learning lacked a clear sequence, some activities were unsuitable for children's ages, language and reading received insufficient emphasis, children were inadequately prepared for their next educational stage, support and referrals could be delayed, plans and adjustments lacked precision or review, professional advice was insufficiently shared, and staff training did not consistently improve practice.

The early years foundation stage sets requirements for children's learning, development and care. Here, that means the curriculum needs to connect activities with the skills children are developing, rather than relying on a succession of themes.

In December 2025, younger children shared play dough during pretend cake-making, while older children used imaginative play to build friendships. The garden offered opportunities to practise movement and managing space around others. These examples give a picture of social and physical activity, rather than evidence of a complete learning programme.

In December 2025, key persons helped children discuss feelings and worked with parents on settling. Familiar routines included handwashing, lunch at the table and circle time. For a young child, these repeated moments made the day more predictable.

Staff supervision included conversations about wellbeing, and existing practitioners helped newcomers settle into their roles. The December 2025 requirements called for training accessible to every member of staff, timely referrals, a curriculum suited to children's ages, and a graduated approach to monitoring progress. All four actions were due by 7 January 2026. The practical issue is whether support reaches the child and changes what happens in their day.

The address is 29 Howard View, Basingstoke, RG22 6LF. In December 2025, opening hours were 9.15am to 3.45pm, Monday to Friday, and children attending were aged two to four. These describe the setting at that date, rather than a current booking pattern or current age policy.

• Learning progression. The December 2025 requirements called for an age-appropriate curriculum. Look for an explanation of how activities build skills over time, especially language and preparation for the next educational stage.
• Support that reaches the child. Timely referrals and closer monitoring were required in December 2025. Families whose children need additional help should look for specific goals, review points and advice shared with the practitioners caring for them.
• Attendance arrangements. The December 2025 opening window covered weekdays. Which attendance patterns and ages can the nursery accommodate now?

Westside suits families who place a high value on close adult relationships and predictable routines, but its December 2025 educational and inclusion concerns deserve substantial weight. Emotional security is a useful foundation. The deciding issue is how clearly learning and individual support now build on it.