KOOSA Kids After School and Holiday Club at Holmesdale Community Infant School, Reigate

Holmesdale Community Infant School, Reigate

Unique reference number (URN): 2817503 Address: Holmesdale Community Infant School, Alma Road, Reigate, RH2 0BY Type: Childcare on non-domestic premises Registered with Ofsted: 20/11/2024 Registers: EYR, CCR, VCR Registered person: KOOSA Kids Limited

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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 Expected standard

Overall, children behave well, play cooperatively and are kind to one another. Typically, staff support children to develop their behaviour and social skills. Children help to devise the rules of the club, and this helps to give them ownership of their behaviour. They take turns and share the resources well as they create large and complex marble runs. However, sometimes, staff do not explain well enough to children what is expected of them. For instance, at tidy-up time children continue to play while staff put away the play resources. Mostly, children play well together. However, if there is a minor disagreement staff tend to ask children to be kind but do not discuss with children the consequences of their behaviour. This means children are not always supported to strengthen their friendships.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff promote children's positive attendance. There are clear procedures in place to monitor children's absence, and staff recognise the importance of addressing any issues promptly. Children benefit from a flexible routine. Staff ensure that children who need to rest after school have time to read in a quiet space. This helps children to transition between school and the club in their own time.

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Children's welfare and wellbeing Expected standard

Leaders and staff developed and maintain secure professional relationships with teachers at the host school. Staff communicate with them daily to make sure they have an understanding about children's individual needs on a particular day. This helps staff to support children's wellbeing consistently. As a result, children are very happy and settled at the club.

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Children's welfare and wellbeing Expected standard

Staff provide children with a wide range of nutritious foods that accommodate their dietary needs. Staff explain the importance of washing their hands before they eat their food. This supports children to understand about their personal health and hygiene. Children benefit from conversations they have with staff about the importance of being healthy and active.

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Children's welfare and wellbeing Expected standard

Staff plan exciting and engaging group games with the children, which they thoroughly enjoy. Children laugh and run under the large parachute as they play hide and seek with their friends. Children listen well to instructions from staff as they learn the various games. Generally, staff adapt their interactions to support younger children in their chosen play. However, sometimes in planned craft activities, staff complete a substantial amount of the activity for the children. This means children do not develop their own ideas and creativity.

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Inclusion Expected standard

Leaders and staff work with parents from the outset. This helps them to gather information and identify if any children need adjustments or support. Staff plan tailored settling-in sessions for children before they start at the club. This helps children become familiar with the staff and the club's environment. Staff demonstrate the appropriate skills and knowledge to support children, who may face barriers while attending the club. Leaders provide staff with relevant training to support staff understanding helping them keep their practice current and unique to the children they care for.

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Inclusion Expected standard

Children with special educational needs and/or disabilities are supported well. Staff demonstrate a secure understanding of children's individual needs and make appropriate adaptations to the environment, to ensure all children are included in the club's activities. Leaders are aware of any available funding to support children when needed.

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Inclusion Expected standard

Staff have effective partnerships with the local school and work closely with them, sharing information to better support children in their care. They follow established strategies to support children with special educational needs and/or disabilities, ensuring they are provided with consistent guidance and enriching experiences. For example, staff have created a calm space for children to relax, if they become a little overwhelmed. This helps children feel safe and secure.

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Leadership and governance Expected standard

Leaders have a secure oversight of their provision. Since the last inspection, leaders have implemented focused training to help staff improve their knowledge and understanding of safeguarding. As such, staff are confident in the policies and procedures to follow if they have concerns about children. They know how to escalate any concerns in line with the local safeguarding procedures. Leaders have also updated their relevant policies and procedures. Leaders prioritise staff wellbeing and foster a positive culture of high expectations in which everyone feels valued, supported and appreciated.

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Leadership and governance Expected standard

Leaders are knowledgeable about the importance of supporting children's social, emotional and mental health and plan a routine that supports children to unwind and relax after school. There is an outdoor area to provide fresh air and the opportunity for children to explore a range of equipment.

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Leadership and governance Expected standard

Leaders build effective relationships with parents and other professionals. Parents report that they feel confident that their children are safe, well cared for and enjoy their time at the club. Partnerships with other professionals are well established. As a result, children, including those with special educational needs and/or disabilities or who face additional challenges, benefit from this collaborative approach.

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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 thoroughly enjoy attending this warm and welcoming club. Staff greet children warmly and check how they are feeling after the school day. The handover from school is effective and helps children to arrive confidently. Familiar routines help children to settle quickly and feel secure. Children demonstrate a sense of belonging as they place their school items away in their designated areas and quickly settle into the well-organised environment. Staff monitor children's attendance closely.

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

Children form strong relationships with staff. They are relaxed as they talk about their school day and colour their favourite characters. Leaders and staff work in close collaboration with school staff and develop a deep understanding of each child's individual needs. This helps staff reduce any barriers to children's wellbeing, particularly for those with special educational needs and/or disabilities. Staff take time to adapt activities, provide appropriate support and ensure that every child can participate fully and meaningfully.

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

Staff plan a varied and exciting environment for children. Children take turns as they build a train track and a large marble run. Children have great choice over where they want to play. This promotes their engagement in all the activities on offer.

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

Snack time is a truly sociable event. Children chat to staff and their friends and develop independence skills during this time. Staff promote hygiene routines with the children as they know to wash their hands before snack time. Children spread toppings on their crackers and wash their plates up when they have finished their snacks. Younger children benefit from secure relationships with their key person, which supports their emotional wellbeing and sense of belonging.

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

Generally, expectations for behaviour are understood. Most children respond promptly to agreed signals and move sensibly between activities. Older children invite younger children into large-group games outside, such as dancing with the parachute. This helps younger children to build their confidence and enjoyment.

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Next steps

Leaders should support staff to provide more opportunities for children to be more independent, make choices and explore their creativity in planned activities. Leaders should ensure all staff consistently support children to follow the club's high behavioural expectations.

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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:

Holmesdale Community Infant School Alma Road Reigate RH2 0BY

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

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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.

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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.

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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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