Roar Kids Academy

Roar Kids Academy

Unique reference number (URN): 2795533 Address: St Agatha's Catholic Primary School, St Agatha's Drive, Kingston, Kingston Upon Thames, KT2 5TY Type: Childcare on non-domestic premises Registered with Ofsted: 14/07/2024 Registers: EYR, CCR, VCR Registered person: Turner, Jack

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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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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is exemplary. Leaders and staff have created a fun and respectful club. Staff's interactions are fun and nurturing. This helps children to develop secure relationships with the staff. Staff are excellent role models, they consistently encourage good manners and are respectful of the children's choices. Older children are kind to younger children, who they seamlessly include in a wealth of games. This helps develop children's strong friendships across all age groups.

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Behaviour, attitudes and establishing routines Strong standard

Staff consistently follow daily routines with the children. They skilfully help them recall the rules of the club. Children are highly engaged in the small groups and put their hands up, eager to share their ideas. Staff have expertly reviewed and adapted routines for younger children. For example, they have recently introduced a staggered teatime. As such, younger children have ample time to enjoy these social occasions as they eat their tea.

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Behaviour, attitudes and establishing routines Strong standard

Staff have robust systems in place to monitor children's attendance. They work in partnership with parents and the school, where children attend extra curricular activities, to ensure that children are accounted for and regularly attend the sessions that they are booked onto. This consistent approach help children to learn about the routines of the club.

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Inclusion Strong standard

Leaders promote an highly inclusive culture and environment, where all children are welcomed and supported appropriately. Staff demonstrate strong knowledge of the children who attend the setting. They are attentive to each child's health, care and personal needs and adapt their practice accordingly. Leaders provide guidance and support to ensure staff can respond effectively to children, who experience disadvantage, face barriers to their wellbeing, or have special educational needs and/or disabilities.

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Expected standard

Leaders have a secure understanding of funding that is available for children to access the club. They work in partnership with the school to help ensure that children are identified at the earliest opportunity. Furthermore, they work closely with parents to review children's support plans and use this information to make adaptations in the club to promote inclusion across all areas of the club.

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Children's welfare and wellbeing Expected standard

Leaders place a high importance on keeping children safe. Staff complete daily risk assessments to ensure that all areas used by children are safe and suitable for their needs. Staff know the children and families very well. Children are greeted by the nurturing staff as they as they arrive, promoting their emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Staff plan ample opportunities for children to develop their physical health. Children run, climb and play fun tag games. Staff play football with the children as they cheer when they score a goal. Children thoroughly enjoy these games. Staff adapt their interactions to support younger children in their chosen play. For example, they follow children's ideas as they create birds' nests outside. These meaningful interactions help children's ideas to develop as they play. Children demonstrate they feel extremely safe and secure in the club.

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Children's welfare and wellbeing Expected standard

Leaders provide children with a wide range of nutritious foods that reflect their dietary needs. Staff supervise children while they are eating. Furthermore, they teach children about allergies. This helps keep them safe. Children often ask for seconds as they enjoy their healthy meals. 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 systems in place that help them regularly review and evaluate the club. This helps them to identify any areas of development. For example, a review of routines has greatly enhanced younger children's time at mealtimes, so that they do not feel rushed and benefit from these social occasions.

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Leadership and governance Expected standard

Leaders build effective relationships with parents and other professionals As such, parents speak very highly about the club. They appreciate all that the staff do for their children. Staff use daily conversations and electronic communication to inform parents about their child's individual needs. Parents comment on how children often ask to come to the club on days they are not booked in. Partnerships with the school are well established. As a result, children, including those with special educational needs and/or disabilities or who face additional challenges, benefit from this joined-up approach across the club.

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Leadership and governance Expected standard

Leaders place high priority on staff's wellbeing. Staff report that they feel valued and supported in their roles. Typically, leaders offer statutory professional development opportunities. However, they have not yet precisely identified training that strengthens staff practice, in particular to help staff consider how to enhance the outside environment to further support children's play opportunities.

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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

Staff meet the children at the end of their school day and monitor their attendance. Children are extremely happy to see them and talk to them about what they are going to play with today. Children know the club routines very well. For example, young children confidently

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Inspector:

Kelly Lane settle very quickly as they access a wealth of play resources. Children have a strong sense of belonging. Staff know the children and families very well. This helps children feel safe and secure, as they quickly settle in this friendly club.

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Inspector:

Children's behaviour is excellent, they demonstrate a strong understanding of the expectations of the club. Staff plan small-group time, where children are confident and explain the rules in their own words. Children know how to keep themselves safe as they move around the large playground and inside cabin. Staff are vigilant and supervise children well. Staff and children's relationships are highly effective. Staff role model to older children how to be considerate by slowing down or waiting patiently when younger children are playing games.

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Inspector:

Children have real ownership over their play choices. They enjoy energetic games, such as running, chasing and playing football. Children laugh and shout with excitement as staff join in their games, pretending to play 'Pac Man' in a game of tag. Children's physical health is well supported. Children climb, jump and slide, building strong physical skills. Younger children explore healthy eating through role play, pretending to cook, serve and share meals. Staff talk about their favourite healthy foods. This helps children to understand healthy habits through their imaginative play.

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Inspector:

Leaders are experts on how to support disadvantaged children and those with special educational needs and/or disabilities. Where needed, staff adapt activities and provide targeted support to ensure all children are included in all aspects of the club. This supports children's self-esteem and wellbeing.

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Next steps

Leaders should continue to develop opportunities for staff to develop their knowledge to strengthen play opportunities in the outside environment.

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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.

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Address:

St Agatha's Catholic Primary School St Agatha's Drive Kingston Kingston Upon Thames KT2 5TY

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:30,Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:30

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Facts and figures used on inspection

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. 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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Urgent improvement

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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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