Osman Squad Preschool

Needs attention

Last inspected Jan 2026

Ofsted rating for Osman Squad Preschool

Last inspected 14 January 2026

Actions the provider must take

What it's like to attend

• Children enjoy attending the nursery and form warm, trusting relationships with staff.
• Children show that they feel happy and secure as they interact positively with staff and eagerly involve them in their play and learning.
• Children particularly enjoy sharing books with staff.
• Children take pleasure in sensory experiences, such as exploring shredded paper.
• Leaders value partnerships with parents and carers and recognise the importance of consistency between home and nursery.

• 1Overall, children make steady progress from their starting points across most areas of their learning and development. However, children with special educational needs and/or disabilities do not consistently build relationships with their peers.
• 2Children are developing the skills they need for future transitions in their learning. They show increasing independence, with older children confidently putting on their own hats and coats, while younger children manage these tasks with some support from staff. Older children enjoy taking on additional responsibilities, such as helping to tidy up after lunch.
• 3Leaders and managers have not designed the curriculum well enough to ensure that all children, including those with special educational needs and/or disabilities (SEND), make secure progress across all areas of development. Although staff generally support children's personal, social and emotional development, the curriculum does not place sufficient emphasis on extending children's language and communication skills.
• 4Children with SEND also do not receive consistent opportunities to develop relationships with others. In addition, group learning times for older children are not planned effectively and are sometimes cut short, limiting their opportunities to gain new knowledge and skills.
• 5Leaders recognise that planning for children's physical development needs further improvement. Although children move confidently in open spaces and practise coordination using balls and hoops, they receive limited opportunities to develop their gross motor skills more fully.
• 6Children learn basic mathematical concepts, such as counting, recognising numbers and identifying shapes. Staff respond to children's interest in numbers by supporting them to count during everyday activities. However, the curriculum does not provide enough opportunities for children to develop a broader range of problem-solving skills.
• 7Leaders and managers do not yet ensure that the curriculum consistently meets the needs of children with special educational needs and/or disabilities (SEND). Although staff use their assessments to identify appropriate targets, such as supporting children to build relationships and learning to take turns, these targets are not consistently planned for or implemented in practice. As a result, children who prefer solitary play do not receive enough opportunities to develop social interaction skills or build relationships with others.
• 8Leaders do not ensure that all statutory requirements of the early years foundation stage are met. Although they have recently reviewed and updated some required policies and procedures, they have not fully understood or met their legal responsibilities regarding the use of video recording equipment within the nursery.
• 9Leaders and managers do not place enough emphasis on providing staff with professional development opportunities to raise the quality of education and support the delivery of a more ambitious curriculum. As a result, children, including those with special educational needs and/or disabilities, do not make the progress they are capable of.