Après School - King's House SchoolOfsted report card, 29 Jun 2026

Après School - King's House School

Unique reference number (URN): 2801558 Address: Kings House School, 68 Kings Road, Richmond, TW10 6ES Type: Childcare on non-domestic premises Registered with Ofsted: 22/10/2024 Registers: EYR, CCR, VCR Registered person: Après School 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 and staff have high expectations for children's behaviour, ensuring these are age- appropriate and suited to their individual needs and abilities. Staff implement clear and consistent expectations throughout the session and act as excellent role models for children. As a result, children develop a very secure understanding of what is expected of them and demonstrate positive attitudes in their interactions. Staff form warm, positive relationships with children. This supports children to feel valued and confident, supporting them to make thoughtful choices and engage positively with others.

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Behaviour, attitudes and establishing routines Strong standard

Staff swiftly recognise when children are becoming overwhelmed and use their knowledge of each child to guide them towards activities they enjoy. As a result, children feel deeply valued and understood, which supports their emotional wellbeing and helps them re-engage positively in the session.

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Behaviour, attitudes and establishing routines Strong standard

Staff embed consistent routines throughout the club, right from the start. Transitions between school and the club, as well as between activities, are smooth. Children move from one activity to another and know what will happen next. For example, children flow freely from outside to inside, washing their hands independently, ready to sit down for snack. Children who choose not to have a snack happily engage in other activities that interest them, such as playing board games, building with block magnets or drawing and colouring. Children's choices are valued and respected by staff within a well-organised and harmonious environment.

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Behaviour, attitudes and establishing routines Strong standard

Leaders understand the importance of attending and provide flexibility for parents to help fit around their busy lifestyles. This helps children to attend regularly.

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Children's welfare and wellbeing Expected standard

Children are happy, settled and feel safe within this welcoming environment. Their health and safety are generally promoted effectively through well-established routines. Snack time is carefully supervised, with staff positioned at tables and moving around to support safe eating practices. Children are offered a selection of healthy foods to choose from. However, staff do not consistently use snack time as an opportunity to extend children's understanding of healthy eating. This means that, at times, children do not understand the importance of a healthy lifestyle.

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Children's welfare and wellbeing Expected standard

Children build secure and trusting relationships with staff. Staff know children well, including their personalities, preferences and family circumstances, which enables them to respond sensitively and appropriately. Children demonstrate independence as they access resources confidently and make choices about their play. Staff are attuned to children's individual needs and adapt their interactions accordingly. For example, because staff know children so well, they prepare activities that they know will capture their interest and help them feel settled. Staff support children by listening carefully, valuing their ideas and acknowledging their feelings, which helps children feel understood and emotionally secure.

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Children's welfare and wellbeing Expected standard

Children enjoy warm, positive relationships with staff, who act as strong role models. Staff encourage outdoor play so children can make full use of the wraparound environment and enjoy being physically active. This supports children's physical development, confidence and wellbeing as they run, play and collaborate with their peers.

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Inclusion Expected standard

Leaders and staff make deliberate efforts to ensure every child feels included and supported within the club. Staff ensure that all children, including those with special educational need and/or disabilities (SEND), can participate meaningfully in activities. A wide range of resources are available, including creative resources and board games. This enables children to choose activities that match their interests and needs. In general, staff remain alert to children who may be disadvantaged or who face additional barriers to their learning or wellbeing, offering reassurance, emotional support and adapted activities where needed.

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Inclusion Expected standard

Leaders use purposeful methods to ensure that check-in systems are used correctly. This guarantees that staff have up-to-date information on allergies, medical needs and special educational needs and/or disabilities. This supports a responsive and safe practice for children, including those who attend flexibly. Typically, staff remain vigilant in identifying emerging needs. However, leaders and staff do not yet consistently make all necessary adaptations to support children, including those with SEND. As a result, children do not always receive the level of support they need to fully access the wraparound club. Staff supervise different zones carefully, enabling children to participate safely and confidently. Children show high levels of engagement and enjoyment, often choosing to stay longer because activities are inclusive, varied and genuinely appealing.

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Leadership and governance Expected standard

Leaders have a good understanding of the wraparound club. They have established professional relationships with the host school, resulting in effective communication and shared understanding of children's needs. However, leaders and staff do not yet consistently make all the necessary adaptations to support children, including those with special educational needs and/or disabilities. Consequently, children do not always receive the level of tailored support required to fully access and benefit from the wraparound club.

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Leadership and governance Expected standard

Leaders monitor practice regularly, maintain oversight of attendance systems and ensure staff have the information they need to keep children safe. Staff report feeling well supported by leaders, who are approachable and proactive in addressing any concerns. Leaders provide clarity around expectations for the club and support staff professional development. This contributes to a motivated and cohesive team, who understand the vision for the wraparound club.

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Leadership and governance Expected standard

Leaders demonstrate reflective practice and have clear priorities for improvement, including strengthening communication with parents and further developing the environment to meet the needs of children, including those who may be disadvantaged. In general, they adapt the premises thoughtfully to improve routines for younger children, ensuring the provision remains accessible and well structured. The wraparound club is well integrated into the life of the school and staff work closely with the host school to promote continuity of care.

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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 experience a warm, calm and well-organised environment. They feel safe, welcomed and ready to engage. As they arrive, staff greet them with warmth and familiarity, helping them settle quickly into the session. Children know the routines well, they wash their hands, choose from a range of snacks and move confidently into activities that interest them. This supports their emotional wellbeing and helps them begin the session positively. Staff listen attentively and show genuine interest in children's ideas and conversations, strengthening their sense of belonging.

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

Children enjoy a wide range of activities that meet different ages, abilities and needs. They choose freely between active outdoor play, quiet table-top tasks, creative resources or familiar games, such as jungle bingo. As a result, children develop decision-making skills and a sense of ownership over their play.

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

Children approach staff with confidence and feel secure in seeking help and reassurance when needed. They show high levels of energy and enthusiasm, often inviting staff to join their play and share their experiences. Older children politely ask to go outside, and they benefit from sensitive supervision that supports their growing independence. Children's ideas are listened to, and their contributions are valued within the club. They grow in confidence and experience an environment where their needs are understood, including those who may be disadvantaged. As a result, children receive support that helps them settle and feel emotionally secure in the wraparound club.

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

Younger children often choose creative play indoors, where staff interact closely with them. Children play collaboratively, forming warm relationships with each other and staff. They enjoy turn-taking activities and demonstrate confidence, independence and sustained engagement. Many express that they do not want to go home because they feel settled, secure and absorbed in their play.

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

Leaders monitor attendance carefully and maintain an open register system that allows families to access wraparound care flexibly. Parents can book sessions as needed, and staff check the school's registers daily to ensure children's attendance is accurately tracked. This supports families' varying routines while ensuring children are accounted for and safe at all times.

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Next steps

Leaders should consistently use opportunities to extend children's understanding of healthy eating or to promote discussion about living a healthy lifestyle. Leaders should continue to consistently make adaptations to support all children, including those with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with leaders, staff, the designated safeguarding lead and assistants during the inspection.

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Address:

Kings House School 68 Kings Road Richmond TW10 6ES

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Address:

Type: Childcare on non-domestic premises

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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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3 to 11

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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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

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

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