KOOSA Kids Breakfast, After School and Holiday Club at Onslow Infant School, Guildford

Club at Onslow Infant School, Guildford

Unique reference number (URN): 2833272 Address: Onslow Infant School, Powell Close, Guildford, GU2 7DD Type: Childcare on non-domestic premises Registered with Ofsted: 10/04/2025 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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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff typically have clear expectations for children's behaviour and routines. They reinforce these throughout the session, including during the welcome talk, helping children to understand what is expected of them. Overall, well-established routines help children anticipate what will happen next and move confidently through the day. However, leaders have not yet ensured that transitions between activities are consistently well organised. At times, children wait unnecessarily while staff prepare the next activity, which can lead to restlessness and reduced engagement.

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Behaviour, attitudes and establishing routines Expected standard

Children form warm, positive relationships with staff and typically seek support when needed. Staff know children well and respond sensitively to their individual needs. Children feel safe, secure and valued, which supports their sense of belonging. They approach activities with enthusiasm and eagerly embrace new experiences. For example, during space-hopper relay races, children cheer enthusiastically for their team and beam with pride when they complete the course. Staff adapt activities for younger children, providing additional support and adjusting expectations so they can participate successfully alongside their peers.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote regular attendance and punctuality. If parents and carers arrive late to bring children to attend, staff follow this up with them and reinforce the importance of arriving on time, so that children can benefit fully from the experiences available.

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Children's welfare and wellbeing Expected standard

Overall, leaders actively promote children's welfare and wellbeing. Staff encourage healthy lifestyles through well-established routines and regular opportunities for physical activity and outdoor play. They typically talk to children about the importance of healthy eating and encourage them to make healthy choices at snack time. Staff reinforce hygiene practices, such as handwashing, and promote sun safety by reminding children to wear hats, seek shade and drink water regularly.

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Children's welfare and wellbeing Expected standard

Children develop confidence and independence as they manage their personal belongings, pour their own drinks, choose snacks and complete self-care routines. Staff provide appropriate support, when needed, and adapt their expectations for younger children so that they can develop these skills successfully. Leaders ensure that staff understand children's dietary and medical needs and make appropriate adaptations to routines and activities. Staff check children's packed lunches, to ensure that they do not contain nuts, for instance helping to protect children with allergies.

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Children's welfare and wellbeing Expected standard

Staff typically support children to recognise and express their feelings. They build warm, secure relationships that help children develop a sense of belonging. Staff sensitively adapt their approach for children, who need additional support with their emotional wellbeing, offering reassurance and guidance when needed. As a result, children feel happy, relaxed and emotionally secure and generally participate confidently in the experiences available.

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Inclusion Expected standard

Overall, this is an inclusive setting, where leaders and staff are committed to ensuring that all children can participate fully in the experiences on offer. Staff typically know children well and consider potential barriers to participation, making appropriate adaptations to activities, routines and the environment.

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Inclusion Expected standard

Staff have completed some training to support children with special educational needs and/or disabilities (SEND) and use their developing knowledge to identify, assess and respond to children's individual needs. Leaders have recently introduced an 'inclusion box', containing a range of sensory and other resources to help staff support children, who may need additional help to regulate, engage and participate. However, the use of this resource is not yet fully embedded in staff's practice. Leaders recognise that staff's knowledge and practice are not yet fully consistent in this area and have identified further SEND training and coaching within their action plan.

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Inclusion Expected standard

Staff work closely with parents and carers, the host school and other professionals to gather and share relevant information. This helps children receive appropriate support, participate alongside their peers and benefit from the range of engaging and enriching experiences available. Children who are known to social care receive sensitive and individualised support. Leaders maintain appropriate communication with families and relevant professionals and ensure that staff understand the support children need, while respecting confidentiality.

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Leadership and governance Expected standard

Leaders reflect on the quality of the provision and have a clear understanding of the holiday camp's strengths and areas for improvement. They take appropriate action in children's best interests. For example, leaders have identified the need to strengthen staff's knowledge of how to effectively support children with special educational needs and/or disabilities. Leaders promote staff's wellbeing and are mindful of workload. Staff feel valued and supported and know they can approach leaders with concerns. This contributes to a positive and supportive working culture. Staff benefit from a range of training opportunities. For example, recent training has strengthened their understanding of positive behaviour management strategies and how to use these effectively with children. However, leaders have not yet fully developed staff's practice through targeted training, coaching and supervision. As a result, the quality of practice is not consistently high across the setting.

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Leadership and governance Expected standard

Leaders promote positive engagement with parents and carers. Staff build trusting relationships with parents and share relevant information about children's experiences and wellbeing. They seek parents' views and use the information provided to help meet children's individual needs. Leaders also provide practical support and guidance to families who need additional help, helping to reduce barriers to children's participation. Parents value the welcoming and inclusive environment, and comment that their children love attending the holiday camp because of the wide range of highly engaging activities and experiences on offer. Leaders promote positive engagement with the local community and maintain a close partnership with the host school. They participate in school events, such as seasonal fairs helping to strengthen relationships with children, families and the wider school community.

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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 and their families, including those who are new to the holiday club, are supported well and are made to feel at ease by the nurturing team. On arrival, children receive a warm and friendly welcome and settle quickly into familiar routines. They independently put away their belongings before coming together to revisit the club's shared expectations. Staff use this time effectively to reinforce clear boundaries and prepare children for the day ahead. This predictable start helps children to feel safe and secure, understand what is expected of them and develop a sense of belonging within the club.

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

Children's individual needs, interests and preferences are well understood, helping them to enjoy experiences that are meaningful to them. They eagerly make choices, engage in activities and confidently try new experiences, including a range of creative and physical activities linked to the weekly theme. For example, children enjoy using natural resources they collect during a scavenger hunt to create dinosaur pictures, using their imagination and creativity to develop individual designs.

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

Children benefit from the consistency of familiar staff, which helps them to feel secure, settled and confident within the club. Those with special educational needs and/or disabilities are supported effectively from the outset, enabling them to develop the skills and confidence they need to succeed. Children benefit from staff seeking relevant information from parents, carers and other professionals to understand their individual needs and putting appropriate strategies and support in place. Activities are thoughtfully adapted and accessible to all, with safe, quieter spaces available when children need time to regulate or relax. Even the youngest children learn how to keep themselves and others safe during activities. For instance, when using go-karts, they follow the coned track, keep a safe distance from others and wait until the track is clear before taking their turn. This helps

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Address:

Onslow Infant School Powell Close Guildford GU2 7DD

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Address:

Type: Childcare on non-domestic premises

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Address:

Register(s): EYR, CCR, VCR children develop an age-appropriate understanding of risk and how to make safe choices with increasing independence.

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Next steps

Leaders should improve transitions between activities to help children remain consistently engaged and purposeful. Leaders should strengthen staff's practice and target training and supervision arrangements to ensure greater consistency in the quality of interactions and experiences children receive.

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

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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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