Kingsbridge Out of School Club (KOOSC)

Kingsbridge Out of School Club (KOOSC)

Unique reference number (URN): 106153 Address: Belle Cross Road, Kingsbridge, Devon, TQ7 1NL Type: Childcare on non-domestic premises Registered with Ofsted: 08/02/1999 Registers: EYR, CCR, VCR Registered person: Kingsbridge Out of School Club (KOOSC) Committee

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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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Inclusion Strong standard

Staff know their children well. They demonstrate a sound understanding of the health and care needs of every child in attendance. Staff receive help from leaders to support all children, particularly those who face barriers to their learning or wellbeing, those who are disadvantaged, and those with special educational needs and/or disabilities. Staff meet with school staff termly to ensure a shared understanding of how best to support every child as they grow and develop, and their needs change. Staff meet with school staff when children start, to promote shared strategies to support new starters to settle swiftly.

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Inclusion Strong standard

Parents praise staff for effectively identifying and meeting their children's individual needs. Children appreciate the efforts put in to reflecting their dietary sensitivities and enjoy the food that staff provide.

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Behaviour, attitudes and establishing routines Expected standard

Routines are embedded well and support children to take part fully in each activity. Staff set high expectations for children's behaviour and attitudes. They know children well and children are keen to interact with them and share stories from their school day. There is a slight degree of inconsistency in the support for children to manage their own feelings and behaviour. However, overall, they behave well and maintain positive relationships.

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Behaviour, attitudes and establishing routines Expected standard

Children relish opportunities to develop their independence skills. For example, at snack time, they are eager to help tidy toys away and clean tables ready to eat. Children enjoy the responsibility of serving their friends with fruit, crumpets and cheese. Children show good manners as they accept the offerings. Children focus well on activities they enjoy, such as arts and crafts and constructing with LEGO and building blocks.

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Children's welfare and wellbeing Expected standard

Staff create a safe, welcoming environment. They greet the children enthusiastically as they arrive, promoting their emotional wellbeing. Children's physical health is well supported through plentiful physical play activities. For example, children enjoy taking part in ball games, riding scooters and playing tennis. Children enjoy playing in their friendship groups and do this happily and collaboratively.

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Children's welfare and wellbeing Expected standard

Children enjoy a wide range of nutritious foods that reflect their dietary needs. Staff have successfully established routines so that the snack time experience is inviting for children. Children keenly express how much they enjoy this part of the session. Staff use snack time well to promote social skills. They sit with children as they eat and chat with them. Staff supervision of children who are eating is effective and helps keep them safe.

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Leadership and governance Expected standard

Leaders have a clear vision for their setting. They aim to provide children with a safe environment that is enjoyable to attend, and offer a wide range of activities.

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Leadership and governance Expected standard

Staff wellbeing is high. The high staff ratios mean that children benefit from frequent interactions. These effectively promote the engagement and wellbeing of children. However, leaders do not prioritise strengthening relationships between children of differing ages and stages, to promote the self-confidence of all children.

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Leadership and governance Expected standard

Staff benefit from regular supervision meetings, which provide opportunities to discuss children who attend the setting and any concerns they may have. Staff also attend training that helps them support children's safety. For example, staff are fully trained and confident to administer medicines to support effective management of children's specific health needs. Partnerships with parents are positive and promote consistency in care.

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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 excited to attend. They are happy to see staff arriving to collect them at the end of their school day. They greet staff with smiles and eagerly chat about their day. There are well-established procedures in place for transitioning to the after-school club that promote safety and wellbeing. Children follow embedded routines that promote their care of belongings and the club environment. They swiftly put their belongings on a peg and settle to play. Staff know the children well and adapt the provision to respond to their individual needs.

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

Children enjoy activities of their choosing. They play cooperatively with their friends and share and take turns with minimal support. Staff promote team work and children enjoy caring for their environment. They tidy activities away and prepare for snack when asked. Children show pride in the responsibility of wiping tables for snack and serving their friends with the snack offerings for the day.

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

Children build strong attachments with staff. These help them to feel happy, safe and secure. Children demonstrate confidence and independence as they play. They are motivated and engaged in their chosen activities.

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

Staff have high expectations for children's behaviour, which are typically met. Staff promote positive behaviours and reinforce expectations as children play. Children are encouraged to ask for help if they need it, which staff swiftly and enthusiastically provide. For example, when children wish to build a camping den, staff provide blankets and cushions, and support the construction to be a success. They suggest children fix the blankets securely to keep the roof of their tent up. Children become excited at ideas staff pose and immediately begin building, discussing and adapting as they work.

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Address:

Belle Cross Road Kingsbridge Devon TQ7 1NL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Kingsbridge Out of School Club (KOOSC) Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 14:45 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00

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Next steps

Leaders should enhance the support for children to understand how to behave well.

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About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection.

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About this 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 was available to the inspector at the time of the inspection.

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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.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

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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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