KOOSA Kids Holiday Club at Northmead Junior School, Guildford

School, Guildford

Unique reference number (URN): 2841039 Address: Northmead Junior School, Grange Road, Guildford, GU2 9ZA Type: Childcare on non-domestic premises Registered with Ofsted: 03/04/2025 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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Inclusion Strong standard

Leaders and staff provide highly effective support for children with special educational needs and/or disabilities (SEND), those who are disadvantaged and those who may face other barriers to participation. The support and adaptations they put in place make a demonstrable difference, enabling children to participate fully, develop confidence and independence and enjoy positive experiences alongside their peers. Leaders ensure that families are made aware of available funding and support them to access funded places where eligible. They also provide practical support to families who may need it, such as food parcels and access to a pantry shed containing essential items, including sun hats and sun cream. This helps to reduce financial and practical barriers so that children can attend, participate fully and benefit from the experiences the club provides.

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Inclusion Strong standard

Leaders swiftly identify and address barriers that may affect children's participation. They seek detailed information from parents about any additional support children receive at school. Leaders liaise with relevant school staff to understand the strategies that work well for individual children and implement these at the club. This promotes continuity of support and enables leaders to make effective reasonable adjustments, helping children to feel secure, included and able to participate fully.

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Inclusion Strong standard

Staff use a wide range of strategies to support children's individual needs and help them participate fully in the club. For example, they use visual picture cards and visual timetables to help children understand routines, anticipate what will happen next and know what is expected of them. These strategies help children to feel secure, develop their independence and engage confidently in activities.

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Behaviour, attitudes and establishing routines Expected standard

Overall, leaders create a warm and welcoming environment, where clear and consistent expectations for behaviour are understood and implemented by staff. Children typically know what is expected of them and follow familiar routines. For example, they place their belongings on their pegs when they arrive before quickly settling into the session. Children show positive attitudes towards the activities staff provide. They confidently make independent choices about what they would like to do and engage willingly in both structured and free-choice experiences.

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Behaviour, attitudes and establishing routines Expected standard

Staff plan engaging themed days, such as a pirate day, where children dress up and immerse themselves in a range of activities, including treasure hunts, 'cannonball' water balloons and interactive games. Children enthusiastically take part and show high levels of enjoyment. For example, they laugh and giggle with staff during circle games, demonstrating the warm and positive relationships they have developed. Staff adapt routines, expectations and the support they provide to meet children's differing ages, stages of development and individual needs, including children with special educational needs and/or disabilities. This inclusive approach helps children to feel secure and confident and supports them to participate fully in the club's activities.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff follow clear attendance and punctuality procedures. They follow up promptly when children are late or absent so that children attend regularly, are safe and do not miss valuable opportunities.

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Children's welfare and wellbeing Expected standard

Leaders ensure that policies and procedures that promote children's welfare and wellbeing are consistently implemented by staff throughout the setting. They ensure that staff are aware of children's dietary and medical needs and make appropriate adaptations so that children remain safe and fully included. Staff encourage children to make choices and develop their independence. For example, children confidently choose from a wide range of activities based on their interests.

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Children's welfare and wellbeing Expected standard

Staff promote healthy lifestyles through daily routines and planned activities. Children benefit from regular outdoor play and physical activities that support their health and wellbeing. Staff encourage children to follow positive hygiene practices, such as washing their hands at appropriate times. They also help children understand how to stay safe in the sun by reminding them to wear hats, seek shade and drink water regularly. Staff work in partnership with parents to promote children's healthy eating habits. They provide guidance and reminders to encourage parents to provide nutritious, balanced packed lunches and snacks. However, staff do not consistently reinforce messages about healthy eating with children. For example, at snack time, when children select food from their packed lunches, staff do not routinely encourage them to choose a healthy option or talk to them about which foods are healthier choices. This limits opportunities for children to develop lifelong healthy

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Leadership and governance Expected standard

Leaders have established a welcoming and inclusive provision that typically responds well to the needs of children and their families. They work closely with parents, carers and the children's school to share information and provide continuity of care and support for children. Leaders engage positively with the local community and respond flexibly to changing circumstances, helping families to continue accessing the provision when needed. Parents value leaders' approachable manner and the positive relationships they establish with families. They appreciate the clear communication and how leaders work with them to understand and respond to their children's individual needs.

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Leadership and governance Expected standard

Leaders are approachable and provide effective support for staff. They make regular visits to the club to monitor practice, offer guidance and provide opportunities for staff to discuss any concerns or areas where they need further support. Overall, leaders have a clear and accurate understanding of the setting's strengths and areas for further development. For example, they recognise the need to improve transitions between activities and are working with staff to ensure these are smoother and better meet children's needs.

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Leadership and governance Expected standard

Staff report that they feel well supported and valued by leaders, who consider their wellbeing and workload. Leaders provide a range of professional development opportunities, including face-to-face training and access to a digital training platform, helping staff to develop their knowledge and skills while carrying out their roles effectively. Leaders monitor staff practice through regular supervision meetings and informal check ins. However, leaders have not yet ensured that expectations are consistently embedded across the staff team. For example, during mealtimes, staff do not consistently support children to develop their understanding of healthy eating and the importance of making healthy choices.

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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 enjoy their time at this friendly and inclusive setting. They arrive happy and excited, chatting enthusiastically about the day ahead. Children confidently follow familiar routines, independently putting away their belongings before seeking out their friends. This demonstrates that they feel secure and have a sense of belonging. Staff build trusting relationships with children and their families and know children well. Older children show kindness and consideration towards younger children and become 'buddies', as they help them to join in, settle and become familiar with routines.

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

Younger children benefit from spending time in age-appropriate groups, where activities and the skills they develop reflect their age and stage of development. A varied timetable provides a balance of sports, arts and crafts, themed activities and free play, helping to capture children's different interests and giving them opportunities to make choices about how they spend their time. For example, they learn to use hockey sticks safely, developing age-appropriate coordination, control and physical skills as they practise controlling and moving the ball. Themed activity weeks successfully capture children's interests and encourage curiosity. For example, during minibeast week, children enthusiastically bring in minibeasts they have found at home to share with others. This sparks their curiosity and encourages conversations, shared interests and exploration of the natural world.

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

Children's individual needs are recognised and well supported, including those with special educational needs and/or disabilities and other barriers to participation. Staff make thoughtful adaptations to ensure that all children can access and enjoy the experiences available. Attendance and punctuality are promoted so that children benefit consistently from these opportunities. Funded children benefit from receiving healthy, nutritious meals that support their health and wellbeing and help them to participate fully in activities throughout the day.

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Address:

Northmead Junior School Grange Road Guildford GU2 9ZA

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:15 - 18:00

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Next steps

Leaders should strengthen staff practice so that everyday routines are used consistently to help children develop a secure understanding of the importance of healthy eating. Leaders should use supervision, coaching and targeted training to embed clear expectations and ensure that staff consistently implement agreed practices.

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About this inspection

The inspector spoke with leaders, staff 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.

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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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