Go Go Makers

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Staff greet children and parents on their arrival. Children are happy and separate from their parents with ease. They are pleased to see their friends as they make their way to the hall.

Circle time is an opportunity for children to say hello, and for the staff to introduce themselves. Staff explain the routine of the day and the activities that children will participate in. They remind children of the club rules and how to keep themselves safe.

They talk about 'kind hands, kind feet and kind words'. Children behave well.Children are grouped into appropriate age groups to complete different activities together.

Th...roughout the day, children take part in sports, arts and crafts, dance and science-based activities. They use their imagination as they create collages of clowns. They use glue and paint to create clowns with fluffy hair or use sequins for glittery noses.

Children learn about the world around them as they discuss what seeds need to start growing. They confidently say 'water' and 'sunshine' as they decorate cups to grow cress seeds in.A wide range of physical challenges provides children with many opportunities to build on their physical development.

Outdoors, children practise their large-muscle skills as they play hockey together on the playground. Indoors, they learn dance routines to music. When the children come back together in the hall, it provides an opportunity for them to put on a show.

They demonstrate the dance moves they have learned. This helps children to build their self-esteem. The main emphasis of the club is that children have fun and they have fun together.

What does the early years setting do well and what does it need to do better?

Staff place a strong focus on children's safety. An effective registration system ensures that parents are given collection cards for when they collect their children. The premises and outdoors area are safe and secure, as the club operates on a school site.

Staff remind children about not opening doors and to wait for their adult if they need to leave the room they are in.All children are welcome at the inclusive club. Staff incorporate celebrations of different religious festivals and cultures into activities.

This helps children to learn and recognise communities different to their own.Children who have special educational needs and/or disabilities are supported to access the activities and curriculum on offer. Support and reassurance is given through cards with emojis on.

This helps children to manage their feelings and communicate their needs. Pictures of activities and what happens next help to support children with the routines of the club.Partnership with parents is good.

Parents are complimentary about the club.They say that staff are amazing and that their children enjoy coming and seeing their friends. Support for anxious parents is available.

Staff give them laminated cards reminding them their child is having fun. That said, if they want to call for reassurance they can do so.Staff support children to manage their personal care needs and learn about being healthy.

The club provides a healthy breakfast and tea, at an extra cost. Effective hygiene practices are in place. Children understand that they need to wash their hands after activities, after using the toilet and before they eat.

Staff remind children that if they have nuts in their lunch box, then these must be handed in, and if they have grapes, these will need cutting up for their safety.Staff are good role models. They are kind and approachable.

Staff listen to the children's views and respond positively. They provide lots of praise and encouragement throughout the sessions to support children's emotional well-being. Children receive reward stickers and certificates to celebrate their achievements.

Regular staff appraisals and effective supervision ensure that staff keep up to date with training. Reflective practice is encouraged and staff reflect on how well the activities were received by the children and what they may do differently. Planning is in place to provide activities to build on what children already know and can do.

Staff adapt their teaching to meet the needs and understanding of the children.Staff have experience with working with children and are qualified in the activities they provide. For example, the dance teacher holds a professional qualification.

Other staff are university students working towards their teaching degrees or are teaching assistants. This means that children receive a good level of teaching.

Safeguarding

The arrangements for safeguarding are effective.

Extremely robust and secure recruitment procedures are in place to ensure the suitability of adults who are working with children. All staff undergo regular training in safeguarding, which keeps their knowledge up to date. They are aware of the signs and symptoms that may indicate a child is suffering or at risk of abuse.

Staff know the procedures to follow if they have concerns about children in their care. They also have exceptional knowledge on how to report concerns about adults who work with children. The premises undergo regular checking to ensure that they are secure and that children cannot leave them unattended.

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