KOOSA Kids After School Club at Marlborough Infant School, Aldershot

Infant School, Aldershot

Unique reference number (URN): 2804672 Address: Marlborough County Infant School, Redvers Buller Road, Aldershot, GU11 2HR Type: Childcare on non-domestic premises Registered with Ofsted: 08/08/2024 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

Leaders have established clear routines, high expectations for behaviour and clear policies and procedures, which staff understand and implement consistently in practice. This supports children's positive attitudes, engagement and wellbeing. For example, they promptly follow up when children do not attend their booked sessions, helping to ensure children remain safe and accounted for. Leaders generally support staff to establish consistent routines, clear rules and high expectations. However, the snack-time routine is not yet organised as effectively as other aspects of the session. As a result, children occasionally spend too long waiting before they are able to eat, causing some to become restless.

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Behaviour, attitudes and establishing routines Expected standard

Staff encourage positive relationships and create an inclusive environment, where children play cooperatively and respectfully together. Children form warm, trusting relationships with familiar staff, readily seeking them out to talk, play and share their experiences. Staff are positive role models, consistently demonstrating kindness, respect and good manners. They encourage children to listen to one another, take turns in conversations and play collaboratively. Staff regularly recognise and praise children's positive behaviour and achievements, helping to build their confidence and self-esteem. Staff work closely with the host school, parents and carers to promote regular attendance and ensure children receive consistent support. They respond flexibly to families' changing circumstances, helping children to feel settled, secure and well supported.

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Children's welfare and wellbeing Expected standard

Leaders create an inclusive culture, where every child's welfare and wellbeing are given high priority. This helps children to feel safe, valued and well supported throughout their time at the club. Before children start, staff obtain detailed information about their individual needs and circumstances. They generally work closely with parents and the host school to ensure this information is updated whenever necessary. Staff support children in age- appropriate ways to manage their emotions, build positive friendships and respond to challenges. They are mindful of children who may face additional barriers to their learning or wellbeing and implement appropriate strategies to meet their individual needs.

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Children's welfare and wellbeing Expected standard

Overall, staff implement effective care practices that promote children's health and wellbeing. Children typically follow hygiene routines, such as washing their hands before preparing and eating food, and understand the importance of these routines in keeping themselves healthy. They manage their personal care needs with increasing independence, helping them to develop healthy habits for life. For example, children butter their own crackers, wash up their plates and utensils after snack and take responsibility for tidying away, promoting their independence and self-help skills. Children benefit from daily access to a large, secure outdoor area, where they take part in a wide range of physical activities, including football and team games. These experiences help children to develop their physical skills, coordination and confidence while promoting teamwork and resilience.

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Inclusion Expected standard

Leaders and staff gather detailed information from parents, when children join the club. This helps them to identify children's individual needs, assess any barriers to their wellbeing or participation and put appropriate support in place from the outset. Ongoing communication with parents and the host school ensures support is adapted as children's needs change. Children with special educational needs and/or disabilities (SEND) are supported to access all aspects of the provision. Staff adapt activities, resources and their interactions to meet children's individual needs, ensuring they are fully included and able to play, learn and participate alongside their peers. This helps children to develop positive relationships, build confidence and experience a sense of belonging within the club.

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Inclusion Expected standard

Leaders identify and reduce barriers to learning and wellbeing effectively, particularly for children from military families and those facing changes in their home circumstances. Through secure partnerships with parents and schools, staff provide consistent support that helps children feel secure and included. All staff have completed training on supporting children with SEND. Leaders are currently implementing a range of agreed strategies to strengthen staff practice and better meet children's individual needs. However, these approaches are not yet fully embedded or consistently implemented across the club. As a result, the impact of the training on children's experiences and outcomes is not yet fully evident.

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Leadership and governance Expected standard

Leaders have robust recruitment and induction procedures in place to ensure staff are suitable for their roles and fully understand their responsibilities for keeping children safe and providing high-quality care. Staff access a range of relevant training to develop their knowledge and skills. This helps to strengthen their practice and supports them in meeting children's individual needs effectively. Leaders maintain regular oversight of the club through frequent communication with staff, enabling them to monitor practice closely, provide timely support and drive continuous improvement. They are reflective and have an accurate understanding of the club's strengths and areas for further development. For example, they have identified the need to strengthen staff practice by embedding consistent strategies to support children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders have established effective partnerships with parents and the host school. Parents report that leaders and staff communicate effectively and value the high-quality care and opportunities the club provides. Staff build positive relationships with families through regular communication at the end of each session. They are mindful of individual family circumstances, including those of military families, and work closely with parents to provide consistent support that helps reduce barriers to children's wellbeing and ensure they feel settled, secure and included.

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Leadership and governance Expected standard

Leaders prioritise staff wellbeing and provide regular supervision to identify training and development needs. Staff contribute ideas for activities and resources that reflect children's interests and needs. This helps leaders to continually strengthen the quality of the provision and children's experiences.

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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 arrive at the club confidently and are warmly welcomed by caring staff. They are offered a wide range of inviting activities and a calm, safe environment, where they can relax after the school day. Children quickly make independent choices about their play and settle purposefully into activities they enjoy. For example, some children use plastic bricks to design and construct imaginative structures, while others engage in role play with dolls, developing their creativity and social skills alongside their peers. Staff take a genuine interest in children's experiences, listening attentively as they enthusiastically talk about their school day and wider interests. Children clearly enjoy these interactions and readily seek out staff to share their ideas and achievements. They demonstrate that they feel safe, valued and emotionally secure, which supports their wellbeing and helps them engage confidently in the club's activities.

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

There is a warm and friendly feel to the club, where all children are included and valued. Older children play cooperatively with and are caring towards the younger children. They play group games, enjoy the challenge of constructing with magnetic shapes and design bracelets using colourful bands. Children speak positively about the club and how much they enjoy their time there. Their individual needs and interests are known and well met by staff.

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

Children behave well and demonstrate a clear understanding of the club's expectations. They respond positively to staff's consistent guidance and routines. For example, children willingly tidy away resources before going outdoors to play, showing respect for their environment and taking responsibility for shared spaces. Children clearly relish the opportunity to be physically active. They run, climb and confidently practise skills, such as throwing, catching and kicking balls, developing their coordination and physical confidence. Staff consistently praise children's efforts and achievements, encouraging them to persevere

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Address:

Marlborough County Infant School Redvers Buller Road Aldershot GU11 2HR

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Address:

Type: Childcare on non-domestic premises

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Address:

Register(s): EYR, CCR, VCR and celebrate their successes. This helps to build children's confidence, resilience and self- esteem.

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Next steps

Leaders should strengthen staff practice in managing snack-time routines, so children experience smooth transitions that support positive behaviour and engagement. Leaders should ensure staff receive targeted training and that agreed strategies are consistently implemented, so children with special educational needs and/or disabilities are always fully supported.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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

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 .

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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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