Frejo kids limited

Frejo kids limited

Unique reference number (URN): 2767925 Address: St. Edmunds Rc Primary School, Nelson Road, Twickenham, TW2 7BB Type: Childcare on non-domestic premises Registered with Ofsted: 06/12/2023 Registers: EYR, CCR, VCR Registered person: Frejo 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 Strong standard

Leaders take a clear and strategic approach to promoting positive behaviour, attitudes and well-established routines. Staff's expectations are consistent and understood by children, staff and families, with links to the school supporting continuity. Children behave well, play cooperatively and demonstrate respect for one another. Staff build warm and trusting relationships with children and model positive interactions. Children confidently follow routines, share resources and resolve minor conflicts with support.

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Behaviour, attitudes and establishing routines Strong standard

Staff consistently support children's emotional development, including those with special educational needs and/or disabilities. They recognise children's individual needs and respond appropriately. Routines support children's independence and behaviour, including during mealtimes. Children demonstrate patience, turn-taking and good manners. Leaders work effectively with parents and carers to communicate their expectations and reinforce positive behaviour. Leaders have not yet ensured exceptional standards of behaviours and attitudes to realise a transformational impact on children's ability to manage their emotions.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported effectively. Staff know the children well. They build secure and responsive relationships that support children's emotional wellbeing. Children feel safe, settled and enjoy attending. Staff promote healthy lifestyles through daily opportunities for physical activity and freshly prepared, nutritious meals. There are robust systems in place to manage children's allergies, including clear information-sharing, visual displays and thorough checking procedures by leaders and staff preparing food. Children develop independence through routines, such as handwashing and mealtimes.

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Children's welfare and wellbeing Expected standard

Leaders ensure that systems and processes support children's safety and wellbeing. This includes maintaining appropriate ratios and ensuring the premises, facilities and outdoor spaces are suitable for the number of children attending. Children's understanding of hygiene and healthy habits is embedded through daily routines.

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Inclusion Expected standard

Leaders demonstrate a clear commitment to inclusion. They identify children's needs quickly through close partnership with parents and carers and the school. Staff have an effective understanding of individual children, including their interests and how best to support them. For example, staff describe how they recognise early signs of when children find it difficult to regulate their emotions. They explain how they use strategies to support children to manage their feelings, remain engaged and manage social situations. Staff make adaptations to routines and the environment. This ensures that children can participate alongside their peers. Children with special educational needs and/or disabilities (SEND) are settled, included and supported effectively within the provision. Leaders use a graduated approach, making ongoing adjustments in response to children's needs and working with external professionals where appropriate. They monitor children's experiences

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Inclusion Expected standard

and wellbeing and provide guidance to staff to support their practice.

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Inclusion Expected standard

Parents confirm that staff understand their children well and contribute positively to wider support plans, including education, health and care plan processes. Children with SEND say they really enjoy the activities and like the staff. Leaders recognise that further improvements are needed to precisely check the progress of children who receive additional support and how they use this information to further enhance learning experiences.

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Leadership and governance Expected standard

Leaders have established a well-organised provision that prioritises children's wellbeing, inclusion and positive experiences. They demonstrate a clear understanding of the setting's strengths, including building relationships, effective communication with parents and carers and a provision shaped around children's interests. Leaders know their community well and work closely with the school to support continuity for children. Staff feel supported and work effectively as a team.

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Leadership and governance Expected standard

Leaders ensure that the provision operates safely within its capacity. They consider staffing, ratios and the suitability of the premises. This includes indoor space, toilet facilities and overall safety, to meet the needs of children attending, including occasions where numbers increase.

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Leadership and governance Expected standard

Leaders are reflective and responsive. They take action when areas for development are identified, including addressing training needs and adapting provision based on children's interests and needs. For example, they have introduced equipment following consultation with children and linked activities, such as planting, to children's learning in school. However, leaders have not carefully considered their arrangements to check when staff need updates to their training.

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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 happy, settled and enjoy attending this welcoming provision. They arrive confidently and quickly engage in a range of activities that reflect their interests, including creative play, construction and outdoor physical play. Children describe the setting as 'fun' and value the opportunity to spend time with their friends. They build positive relationships with staff, who know them well and respond sensitively to their individual needs.

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

Children behave well and understand the expectations. Clear and consistent routines, aligned with those used in school, help children to feel secure and support positive attitudes.

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About this setting

Children play cooperatively, share resources and develop friendships across age groups. They show respect for one another. Children receive support from staff to manage their emotions and interactions.

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About this setting

Children benefit from an inclusive environment where they feel valued. Staff adapt support so that all children, including those with special educational needs and/or disabilities, can participate alongside their peers. Staff listen to children's views and act on them. For example, they have introduced new sports resources and made changes to food options following consultation with children.

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About this setting

Children develop independence through everyday routines. For example, they manage their belongings, follow hygiene practices and participate in mealtimes. Staff support children to make healthy choices and enjoy freshly prepared food in a social environment.

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Next steps

Leaders should check more precisely the progress of children receiving additional support and use this information systematically so that staff can skilfully adapt learning experiences for them. Leaders should ensure continued improvement in the setting's successful work to provide exceptional standards of behaviours and attitudes to realise a transformational impact on all children's ability to manage their emotions. Leaders should make themselves better informed of when staff need updates to their training.

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About this inspection

The inspector spoke with leaders, staff, parents and carers and children 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. Unique reference number (URN): 2767925

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Address:

St. Edmunds Rc Primary School Nelson Road Twickenham TW2 7BB

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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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