KOOSA Kids After School Club at Tolworth School, Tolworth

School, Tolworth

Unique reference number (URN): 2804688 Address: Tolworth Cp School, Douglas Road, Surbiton, KT6 7SA Type: Childcare on non-domestic premises Registered with Ofsted: 08/08/2024 Registers: EYR, CCR, VCR Registered person: KOOSA Kids Limited

p.1

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.

p.2

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children know where their belongings are kept and can access them independently. Snack time offers a simple, healthy menu with a selection of fruit, and children are seen independently selecting what they wish. Staff are calm around the children, creating a warm atmosphere, where children feel confident to talk about their day. Staff listen attentively and respond with genuine interest. Leaders and staff typically have high expectations for children's behaviour and attitudes, and these are generally applied fairly. When incidents occur, staff respond calmly by getting down to the child's level and explaining why the behaviour is not appropriate. However, staff do not always support children to consistently promote positive behaviour throughout the setting.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders monitor punctuality and attendance effectively. Practitioners explicitly teach children positive attitudes, helping them focus on what matters and supporting them to make the right choices. Staff identify children's needs quickly and provide appropriate support. For example, children with special educational needs and disabilities are given flexibility to join activities when ready. When they become upset, staff sensitively take them into a calm and quiet space to help them settle. Children build warm, trusting relationships with staff. Staff are attentive and responsive to their needs. As a result, children feel secure, share their thoughts and talk enthusiastically about how much they enjoy being at the club.

p.2

Children's welfare and wellbeing Expected standard

Children have secure, responsive and trusting relationships with staff. They go to staff if they need any help or reassurance. Staff support children to learn how to manage their emotions. For instance, they offer children quiet time with colouring books if they need to unwind after a busy day. Staff prioritise children's safety. For instance, when they arrive with their teachers staff welcome them into the setting and sign them in securely. Children are prompted to use good manners, such as saying please and thank you. Snack time also supports children's fine motor development, as they help themselves to food and are encouraged to wash their own plates afterwards. All children sit down while eating, and staff explain clearly why this is important for safety and hygiene.

p.2

Children's welfare and wellbeing Expected standard

Leaders have established policies that promote children's wellbeing, and these are well understood by staff, parents and carers. The environment is safe, welcoming and calm, helping children feel secure and valued. Staff talk to children about making healthy food choices. Their dietary needs, allergies and individual requirements are carefully considered. Children, including those who are disadvantaged, develop secure attachments with staff. Positive, nurturing relationships helps them feel a secure sense of belonging and supports their emotional wellbeing. Parents speak highly of the staff team, describing them as supportive and attentive. They feel confident that their children are well cared for and that activities are age- and stage-appropriate.

p.3

Inclusion Expected standard

Leaders work closely with the school, parents and carers to identify children's needs quickly, including those with special educational needs and/or disabilities (SEND), disadvantaged children and those previously known to social care. Typically, they take thoughtful action to reduce barriers, such as splitting the room to support younger children's transitions, and securing additional staffing through local authority funding. Staff have effective links with teachers and staff who work in the host school. They obtain information, such as support plans, for children with SEND, and other vulnerable children. Staff refer to plans and make any necessary adaptations to routines or activities to meet children's individual needs. Staff speak with the school staff for further guidance on how to meet the needs of all children. This helps to inform planning, and ensures staff make any necessary adjustments for

p.3

Inclusion Expected standard

Staff use visual prompts, personalised transition tools and sensitive encouragement to help children participate at their own pace. For example, regulation and transition for children are well followed when the children come in. Staff understand children's individual needs effectively and use this knowledge to help them settle and join activities.

p.3

Leadership and governance Expected standard

Leaders have an accurate understanding of the setting's strengths and priorities for improvement. They work closely with staff, the school and external agencies to ensure that decisions are made in the best interests of children. For example, leaders secured additional staffing through local authority funding, to enhance the support they offer for children with special educational needs and/or disabilities. This demonstrates their commitment to meeting children's individual needs.

p.3

Leadership and governance Expected standard

Staff feel well supported and generally value the daily access they have to leaders through informal conversations. This promotes effective information-sharing and contributes positively to staff morale. Leaders maintain highly effective communication with the school, which supports continuity for children and ensures that relevant information is shared promptly. All children benefit from consistent routines and close relationships with staff, helping them to participate alongside their peers and feel secure in the environment. Parents and carers speak highly of the staff team and describe positive transitions, clear communication and a welcoming environment. They highlight the caring relationships, the supportive environment and the regular communication they receive at collection time. School leaders also value the club's contribution to children's wellbeing.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children are very settled in this well planned and fun setting. Leaders and staff take the time to get to know the families and children well. This helps develop secure trusting relationships that supports their children's emotional wellbeing. Staff welcome the children into the setting and collect information from their teacher about their day. They ensure they are aware of all children that are coming in and have procedures to follow if children are not attending. This helps keep children safe.

p.5

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

Children are confident in their environment. They happily select toys that are creative and develop their imagination through play. This is supported by staff, and they engage in meaningful conversations with them. Children talk about their creation with their parents on arrival. This shows a clear enjoyment of their time in the setting. Children are kind and play well together. Staff are positive role models and support children in their activities. This helps children to understand the rules of new games. For example, children confidently play a parachute game in the garden and take turns and share. Older children are thoughtful and often invite younger children into their play. Staff plan a range of physical activities that supports children's health and physical development. Young children develop their hand– eye coordination as they make creations using a range of tools, such as scissors, and

p.5

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

Staff have developed effective partnerships with parents, carers and the host school. They work alongside the host school and complete regular risk assessment to ensure the premises are safe and secure. This helps ensure that when children are collected there are robust procedures in place.

p.5

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

Leaders support children, including those with special educational needs and/or disabilities. They collect information about each child and support them through their transitions. For instance, they provide a quiet space for children that might need this. Staff adapt activities and provide targeted support to ensure all children are included in the club. They ensure that resources are readily available to support children's individual needs.

p.5

Next steps

Leaders should support staff to promote consistent positive behaviour throughout the setting.

p.5

About this inspection

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

p.5

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

p.5

Address:

Tolworth Cp School Douglas Road Surbiton KT6 7SA

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

4 to 9

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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

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 .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8