GO GO Makers Ltd

GO GO Makers Ltd

Unique reference number (URN): 2768611 Address: Emscote Infant School, All Saints Road, Warwick, CV34 5NH Type: Childcare on non-domestic premises Registered with Ofsted: 12/12/2023 Registers: EYR, CCR, VCR Registered person: Go Go Makers 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 implement very consistent rules and expectations for children across the setting. This includes supporting children and parents to understand the importance of punctuality and attendance. The staff team make highly effective use of group time at the beginning of the day to engage children in reflecting on their expectations of them. Children enthusiastically share their knowledge of the club's rules. Leaders and staff skillfully adapt and adjust their communication to ensure that all children are supported effectively to make positive behaviour choices. Children are extremely confident and respond positively to staff. Staff make the day fun. As a result, children are enthusiastic and eager to get started on a range of experiences that excite and interest them. They collaborate with their peers, creating a sociable and friendly atmosphere. Children delight in positive interactions with

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Behaviour, attitudes and establishing routines Strong standard

staff and frequently invite them into their games.

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Behaviour, attitudes and establishing routines Strong standard

Staff interact very respectfully with children. They are excellent role models for kindness and compassion. This results in children demonstrating kindness and respect to others. Children enjoy taking responsibility for supporting others. For example, leaders have implemented a 'top buddy' system. Children are awarded 'top buddy' status, when they want to look after others. This ensures that everyone has someone to play with and makes sure that no one feels lonely while attending the provision.

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Children's welfare and wellbeing Expected standard

Robust welcome and introduction arrangements help leaders and staff to build a knowledge of each child. They ensure that everyone receives a warm welcome and that children understand where to leave their personal belongings. This helps children to build good relationships with staff and contributes to them feeling safe and emotionally secure. Children have the opportunity to participate in developmentally specific activities with their peers. In addition, they regularly spend time playing with both older and younger children. This helps them to develop secure friendships across the setting. On arrival, children are delighted to see each other and enthusiastically settle into the rhythm of the day. Throughout the provision, leaders and staff place emphasis on supporting children to recognise and manage their emotions. This contributes positively to the relationships children develop with their peers.

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Children's welfare and wellbeing Expected standard

Children benefit from spending time in the large outdoor play space. Staff promote active play as they organise team games and physical activities. Children show delight as they engage in large-group activities, such as 'cross the golden river'. Staff listen intently to children's ideas and respond positively to ensure they know their thoughts are valued. This contributes positively to children's self-esteem. Children develop an awareness of how to keep themselves safe as staff support them in assessing risk during play and practising emergency evacuation procedures. Children bring packed lunches from home. While staff effectively support their understanding of allergies, they do not consistently extend opportunities to build children's understanding of healthy food choices.

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Inclusion Expected standard

Leaders demonstrate a sound commitment to providing an inclusive service. Staff access a comprehensive training programme that ensures they are well equipped and confident to meet the differing needs of children in the setting. Staff are then able to take into account the unique needs of children, when planning activities across the setting. In addition to this, leaders and staff gather detailed information from parents and carers, when children first start attending. Where children are identified as requiring further support, leaders reflect this by deploying consistent staff effectively. This helps children to feel secure within this busy setting. During group times, children with special educational needs and/or disabilities are effectively engaged through the use of fidget toys and positive interactions with staff. This further supports them to remain focused and to participate in all experiences on offer.

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Inclusion Expected standard

Leaders ensure that staff develop their understanding of how best to meet the needs of all children across the setting. They listen carefully to children's wishes and feelings to ensure everyone has the opportunity to engage in play that reflects their preferences. For example, some quieter children prefer not to get involved in big group games. Staff respect children's communication styles and personality types in a way that celebrates their individuality. Staff are excellent role models for children. They demonstrate acceptance and respect in all interactions. This helps children to understand and celebrate the similarities and differences between them.

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Leadership and governance Expected standard

Leaders have a clear vision for the setting. They communicate this effectively to staff and have high expectations of them. Staff report high levels of wellbeing. For example, they are supported effectively through a robust supervision and appraisal system. Staff state that leaders pay close attention to their emotional wellbeing and mental health. This contributes to a positive culture across the staff team.

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Leadership and governance Expected standard

Information-sharing is effective across the setting. Leaders ensure that staff are equipped with knowledge of children's needs through morning briefings. This contributes to a culture of inclusion and helps to ensure that children's individual needs are met. Leaders enable staff to attend regular training and professional development opportunities. They ensure a flexible approach to reflect the differing needs and availability of staff members. This ensures equal access to learning.

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Leadership and governance Expected standard

Leaders work in close partnership with staff, parents and carers and children to reflect on the strengths of the setting and identify areas for development. Overall, they identify where to focus their attention. This could be extended further to support staff members to understand their role in consistently promoting healthy eating. The professional approach of leaders fosters trust and respect, enabling them to typically drive improvement. For example, leaders have implemented an effective way of gathering children's views that they can weave into the planning. This helps to involve children in decision-making and ensures they know that their voice is heard.

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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 are happy and keen to get involved in play as soon as they arrive at this welcoming setting. They understand what activities and experiences are available as they look at the clear programme for the day. Staff help children to settle by offering a name sticker and

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About this setting

Unique reference number (URN): 2768611 chatting to them about which group they will be in. This helps to create a sense of belonging and connection across the provision. Children spend time together in the large play space and make choices from the well-presented range of resources. They enjoy socialising with their peers. Children get involved in activities and experiences that reflect their ages and developmental stages. They benefit from participating in the 'welcome circle', where they engage in fun activities with staff. They particularly enjoy listening to staff say hello in different languages and guessing the country of each language.

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About this setting

Children benefit from taking part in activities that reflect their interests and fascinations. For example, they explore the theme of space. Children become highly involved in designing and making rockets and creating 'alien soup'. Staff encourage children to show pride in their creations as they showcase them to the rest of the group. This promotes children's appreciation of others and helps to build their self-confidence. Children get to know staff well across the holiday provision. Staff ensure that children know their names and create a nurturing environment that fully supports children's emotional wellbeing. Children actively seek out staff members if they are unsure or need some support. They know their voices are heard, and their opinions are valued. For example, leaders implement a 'voice box' system to capture children's thoughts and ideas. This helps children to build their confidence and

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About this setting

improve their ability to communicate well with others. Children benefit from clear systems and routines that help them to flourish and thrive in this caring and responsive provision.

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Next steps

Leaders should support staff members to extend opportunities for children to develop their knowledge of the importance of healthy eating even further.

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About this inspection

The inspector spoke with leaders, staff, parents 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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Address:

Emscote Infant School All Saints Road Warwick CV34 5NH

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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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