RAFA Kidz Cosford

RAFA Kidz Cosford
Unique reference number (URN): 2782632
Address: D C A E, Cosford, Albrighton, WOLVERHAMPTON, WV7 3EX
Type: Childcare on non-domestic premises
Registered with Ofsted: 06/04/2024
Registers: EYR, CCR
Registered person: Rafa Kidz Limited
Inspection report: 11 May 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Expected standard
Achievement Expected standard
Children generally develop the knowledge and skills they need for their future learning and
next stages of development. Babies develop early communication skills through babbling,
gestures and simple words and increasingly communicate their wants and needs with
confidence. Younger children develop their physical skills through opportunities to climb,
balance, move in different ways and explore sensory experiences. Older children typically
develop increasing independence in self-care routines, such as toileting, handwashing and
serving their own food at mealtimes. Children begin applying their mathematical
understanding during play and routines. They show curiosity during learning experiences
and begin making links through exploration and discussion.
Children with special educational needs and/or disabilities and those who face barriers to
their learning make progress from their starting points. However, inconsistencies in how
learning experiences are matched to children's individual stages of development mean that
some children do not benefit fully from all learning experiences provided.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff generally establish clear routines and expectations throughout the day
that help children understand what comes next and feel emotionally secure within the
setting. Staff support children appropriately during arrivals, transitions, mealtimes and sleep
routines. They use visual prompts, reassurance and familiar routines to help children settle
and understand expectations. Leaders monitor attendance appropriately and generally help
families understand the importance of establishing regular attendance and punctuality.
Staff are positive role models and support children to develop appropriate attitudes and
behaviours through daily interactions. They model sharing, turn taking and kind behaviour
during play and routines and positively reinforce these expectations. Staff use praise,
reminders and clear language to help children understand expectations and learn to be fair
and considerate towards others.
Staff use a variety of strategies to help children develop positive attitudes towards learning.
For example, they use props, songs and visual prompts during stories and group
experiences to help children focus and become involved in activities. However, during some
group learning experiences, staff do not always adapt expectations and teaching precisely
enough to children's age and stage of development. This reduces how effectively all children
remain engaged in learning and routines.
Children's welfare and wellbeing Expected standard
Leaders and staff generally prioritise children's welfare and wellbeing appropriately
throughout the setting. Staff know children and their families well and provide care that
supports children to feel safe, settled and emotionally secure. Staff work closely with parents

to support continuity between home and the setting, including supporting children through
changes in home circumstances, toileting routines and emotional wellbeing.
Staff typically support children's physical wellbeing appropriately. Leaders carefully plan
menus to ensure children receive healthy and nutritionally balanced meals and snacks. For
example, meals include starters rather than desserts to help children develop healthy eating
habits and avoid expecting sweet treats after meals. Mealtimes are calm and well organised.
Staff help children develop increasing independence, social skills and understanding of
healthy lifestyles.
Staff generally manage children's health needs appropriately, including the use of care plans
and individual risk assessments where needed. Staff follow appropriate procedures when
children become unwell and ensure parents are kept informed about children's care and
wellbeing throughout the day.
Curriculum and teaching Expected standard
Leaders generally have an accurate understanding of the quality of the curriculum and
teaching across the setting. Staff weave mathematics and understanding of the world into
children's daily play and learning experiences. They provide opportunities for children to
explore shape, pattern, size and capacity through play and routines, including filling and
emptying containers with sand and water. Staff use both indoor and outdoor environments to
provide children with a range of learning experiences, including opportunities to explore the
natural world and develop their large-muscle movements outdoors.
Staff generally support children's communication and language development appropriately
through conversations, stories, songs and play experiences. Leaders monitor children's
development and implement targeted one-to-one language interventions. However, the use
of staff's observations and assessment to inform targeted planning is not always precise
enough. This does not ensure that teaching and learning experiences consistently focus on
what individual children need to learn next, across the essential areas of development. At
times, planning focuses too broadly on general provision rather than sharply responding to
children's individual learning needs. In addition, staff do not always plan group-learning
experiences precisely enough to match children's age and stage of development, including
for children with special educational needs and/or disabilities. This reduces how fully all
children benefit from the learning experiences provided.
Inclusion Expected standard
Leaders and staff generally identify children's needs quickly and work closely with parents,
outside agencies and other settings to build an accurate understanding of children's
individual circumstances and starting points. Children with special educational needs and/or
disabilities benefit from targeted support plans and interventions that are reviewed regularly
with parents and professionals. Staff use language screening tools and advice from external
agencies, such as speech and language therapists, to help shape support for children.
Leaders generally use additional funding appropriately to help reduce barriers to children's
learning and wellbeing. For example, they have further developed sensory spaces and
targeted resources to support children who face barriers to their learning.

Leaders and staff generally understand the barriers some children may face and take
appropriate steps to support them. This includes supporting children through changes in
home circumstances, helping children settle into the nursery and adapting approaches for
children needing additional emotional or communication support. Staff use strategies, such
as visual prompts, signing and targeted communication opportunities, to help children
access routines, learning and interactions alongside their peers. However, staff planning is
not always precise enough to ensure learning experiences are consistently matched to
children's stage of development, particularly during some group activities. This means that
learning is not maximised.
Leadership and governance Expected standard
Overall, leaders understand the setting's context well and generally respond appropriately to
the changing needs of children and families. They have implemented changes to strengthen
routines, communication with parents and outdoor provision. Leaders generally demonstrate
an accurate understanding of the setting's strengths and areas for development and have
identified appropriate priorities for improvement. However, leaders' monitoring and
evaluation of planning and teaching are not yet precise enough to ensure high-quality
practice is consistently embedded across all areas of the setting. As a result, inconsistencies
remain in how effectively some learning experiences are matched to children's individual
stages of development and learning needs.
Leaders use monitoring, supervision and professional development to support staff practice
and wellbeing. Staff speak positively about the support they receive and leaders consider
workload appropriately, including providing non-contact time for training and curriculum
responsibilities. Leaders provide staff with access to a range of professional development
opportunities, including safeguarding, safe sleep practices, food safety, language support
and curriculum development.
Working in partnership with parents is a priority for leaders. Parents speak positively about
communication with staff and leaders and value the daily discussions with their children's
key person. Leaders and staff work effectively with outside agencies, local services and
other settings to support continuity of care, learning and wellbeing of the children.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children settle well into the welcoming environment and develop warm, trusting
relationships with staff who know them and their families well. Children separate from
parents with reassurance from familiar staff before quickly engaging in play and learning.
Children demonstrate that they feel safe and secure. Babies seek comfort and reassurance
from nurturing staff. They confidently move around the environment and independently
select resources and activities that interest them. Children enjoy exploring learning
environments that provide opportunities to build on their knowledge and skills as they move
through the nursery. Babies and toddlers enjoy sensory exploration, including experiences
with light, dark and reflective resources. Two- and three-year-old children enjoy making links
with their own experiences through role play activities, such as visits to the dentist. Older
children begin applying their mathematical awareness during discussions and play, such as
recognising shapes and linking these to objects in the environment.
Children with special educational needs and/or disabilities and those who face barriers to
their learning and wellbeing are generally included well in daily routines and experiences.
Children benefit from targeted support and strategies that help them make progress from
their starting points and access learning alongside their peers. Children are supported
sensitively to manage changes in their home circumstances.
Children are encouraged to treat others kindly and begin learning how to take turns and play
alongside their peers. The well-organised mealtimes provide children with opportunities to
develop their manners, social skills and understanding of healthy lifestyles. Transitions
throughout the day are generally calm and well organised. Children move smoothly between

Inspector:
Anne Dyoss
About this setting
Unique reference number (URN): 2782632
Address:
D C A E, Cosford
Albrighton
WOLVERHAMPTON
WV7 3EX
Type: Childcare on non-domestic premises
Registration date: 06/04/2024
Registered person: Rafa Kidz Limited
routines, such as from snack time to play and from sleep time back into learning. Babies
wake settled and content, receiving reassurance from staff where needed.
Next steps
Leaders should help staff strengthen the use of observations and assessment to ensure
planning and teaching consistently focus on what individual children need to learn next
across the essential areas of development.
Leaders should enhance monitoring and evaluation of planning, teaching and group
learning experiences to ensure high-quality practice is consistently embedded across the
setting.
About this inspection
The inspector spoke with leaders, practitioners, special educational needs coordinator,
children, and parents during the 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.

Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30
Local authority: Shropshire Council
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 11 May 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
98
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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