Clowning Around Ltd

Clowning Around Ltd Ravenswood Youth Club, Ravenswood Road, NEWCASTLE UPON TYNE, NE6 5TU

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Inspection date

Previous inspection date 20 October 2016 25 March 2013

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Leaders regularly review the quality of the provision and identify areas for development. They use various ways to gather the views of children and parents. This helps leaders to make ongoing improvements to the setting.  Children demonstrate excellent physical skills. Older children make full use of the large hall to practise gymnastic and dance sessions. They move their bodies freely and show very good control and coordination. Younger children chase bubbles in the large outdoor area and ride around on bikes and cars.  Children make independent choices in their learning. Staff provide them with a very wide range of toys and resources to choose from. Play areas are well organised and reflect the interests of children. Staff complete regular observations as children play and use these to make assessments of children's learning.  Partnerships with parents and other professionals are strong. Leaders and staff share

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This provision is good

regular information with others regarding children's care and development needs. This helps to provide a continued approach to children's learning.  Children make good progress. They develop a range of key skills needed for their future learning and eventual move on to school. Children learn to count and use mathematical language as they play. For example, when playing in the sand tray children use words such as full, empty, more and less.

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It is not yet outstanding because:

 Supervision sessions are not yet sharply focused on reviewing the quality of teaching to support children to make even greater rates of progress.  Monitoring systems are not used highly effectively to assess the progress or identify any gaps in learning of different groups of children.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 review existing supervision sessions to precisely evaluate the impact of teaching and raise children's outcomes to the highest level.  enhance the already good monitoring systems to swiftly assess the progress or identify any gaps in learning of different groups of children.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector completed a joint observation with the room leader.  The inspector held a meeting with the setting manager and provider. She looked at relevant documentation, such as the setting's self-evaluation and evidence of the suitability of staff working in the setting.  The inspector spoke to children and parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Leaders and staff demonstrate a good knowledge of safeguarding requirements. They can identify potential signs of abuse and know how to respond to any concerns they may have about a child in their care. Regular risk assessments are completed and routinely reviewed. This helps to provide a safe and secure environment for children. Leaders and staff access regular training opportunities and keep up to date with changes in guidance and legislation. The well-qualified staff team demonstrates a good understanding of how children learn. They share practice ideas and evaluate activities. This helps to identify what children need to learn next. Leaders and staff make full use of opportunities for children to develop an understanding of the wider world. Activities and resources reflect a wide range of cultural and diverse backgrounds. Children have opportunities to learn about families and traditions from

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Effectiveness of the leadership and management is good

around the world. Leaders have created a reference file to share information with parents at home regarding the importance of promoting equality and diversity.

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Quality of teaching, learning and assessment is good

Children engage well in their play. They are confident, creative learners and invent their own games. Children talk to adults and visitors about what they are doing. They follow simple instructions well and know what is coming next in the routine. Children participate in story and song time. Staff ask well-timed questions and invite children to think about what might happen next in the story. Children join in with familiar words and phrases, and develop new vocabulary quickly. They choose puppets from a song bag and immediately recognise the nursery rhyme. Children demonstrate very good imagination skills. They take part in imaginary tea parties and make invitations for each other to attend. Children dress up and take on roles of other characters.

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Personal development, behaviour and welfare are good

Children form very positive relationships with staff and each other. They seek out others to share their experiences and invite each other into their games. Staff work alongside younger children to support them to take turns and share resources. This helps children to begin to manage their own feelings and behaviour. Staff offer praise and encouragement throughout all aspects of the day. This helps to develop children's self-confidence. Children follow good hygiene practices and tend to their own self-care needs. Staff support children to understand why it is important to stay healthy. Children are provided with a choice of nutritious snacks and drinks. Staff offer good settling-in procedures. Parents are invited to complete All about me information. Staff learn about children's preferences, likes and dislikes and what they can already do when starting the setting.

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Outcomes for children are good

Children are motivated to learn and demonstrate a willingness to complete small tasks. Children's literacy skills are well supported. They make marks in paint and sand. Children also make marks with chalks in the large outdoor area. They make new discoveries in their learning and show perseverance when managing self-chosen challenges.

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Setting details

Unique reference number EY453151 Local authority Newcastle Inspection number 1066298 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 10 Total number of places 80 Number of children on roll 162 Name of registered person Clowning Around Ltd

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reference number

Date of previous inspection 25 March 2013 Telephone number 07903718362

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reference number

Clowning Around Ltd was registered in 2014. The setting employs 23 members of childcare staff. Of these, 22 hold appropriate early years qualifications at level 3, including one with qualified teacher status. The setting opens from Monday to Friday and all year round. Sessions are from 8am until 6pm. The setting provides funded early education for two-, three- and four-year-old children.

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reference number

This inspection was carried out by Ofsted 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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reference number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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reference number

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reference number

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reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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