Brimble Hill Special School

INSPECTION DETAILS

Inspection Date 07/07/2003 Inspector Name Rachael Williams

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SETTING DETAILS

Day Care Type Sessional Day Care Setting Name Stepping Stones Setting Address Stepping Stones pre school Stoberry Park Infant School,North Road Wells Somerset BA5 2TJ

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REGISTERED PROVIDER DETAILS

Name The Committee of Stepping Stones Pre School

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ORGANISATION DETAILS

Name Stepping Stones Pre School Address Stoberry Park Infants School North Road Wells Somerset BA5 2TJ

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ORGANISATION DETAILS

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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ABOUT THE INSPECTION

The purpose of this inspection is to assure government, parents and the public of the quality and standard of day care in accordance with the National Standards for Under Eights Day Care and Childminding; and that the nursery education for funded three and four year old children is of an acceptable quality. Inspection of nursery education also identifies strengths and weaknesses so that providers can improve the quality of educational provision and help children to achieve the early learning goals (elgs) by the end of the Foundation Stage. This inspection report must be made available to all parents. If the setting has been inspected previously, an action plan will have been drawn up to tackle issues identified. This inspection, therefore, must also assess what progress has been made in the implementation of this plan.

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Information about the setting

Stepping Stones Pre-school is situated in an Elliot building within the grounds of Stoberry School in Wells. They are registered for 18 children from two to five years of age. Currently there are 75 children on roll. The group is in receipt of funding and at present has 38 three year olds and 20 four year olds registered. Opening times are Monday to Friday from 9am until 11.30am and 12:30 pm until 3:00 pm. There are seven members of staff. Of these, six have an early years qualification to level 3 standard. The group welcome children with special educational needs and have one funded child on roll at present. They do not have any children who are learning English as an additional language. They are part of a cluster group and receive guidance from an EYDCP teacher.

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How good is the Day Care?

Stepping Stones Pre - School offer a good standard of care. They provide a colourful and stimulating environment. There is a comprehensive operational plan which is relevant to the setting and works in practice. The group have established an effective Key Worker system and deployment of staff rota. Good use is made of available space to meet the needs of all the children. There is a range of resources available to the children to promote learning in most areas. However, one activity was restricted as resources were limited in this area. There are effective arrangements to ensure parents can access records and gain knowledge of their child's development. The planning shows stimulating activities to be provided for the children relating to interesting themes. There is a balance between adult led and independent activities. All children are included and activities adapted to meet needs. The children are

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How good is the Day Care?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998 included in small, colour groups except for one child who is on her own. The manager has excellent knowledge of special needs and the procedures to follow. Clear routines enable children to behave appropritely and consistant management strategies are used. Staff are deployed effectively to ensure safety at all times. Staff are aware of the procedure to follow if they are going on an outing but this has not been formalised. Staff are excellent at promoting good health and hygiene. Knowledge of special dietary needs is obtained from parents and is displayed in the kitchen area without consideration for confidentiality. Parents are well informed about the group and a warm and welcoming environment is provided. Staff are excellent at communicating with parents in relation to special

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What has improved since the last inspection?

Since the last inspection Stepping Stones has requested that parents give written permission to seek emergency medical treatment.

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What is being done well?

• Effective deployment of staff to offer a balance of independent and adult led activities. • Activities are stimulating and relate to interesting themes. • Colourful, stimulating and welcoming environment for children and parents. • Children are included in all activities which can be adapted to meet individual needs. • Clear routines enable children to behave appropriately and consistant strategies applied.

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What needs to be improved?

• outings procedure to be included in operational plan. • inclusion of all in a key worker group.

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Outcome of the inspection

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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CONDITIONS OF REGISTRATION

All registered persons must comply with all conditions of registration included on his/her certificate of registration. As a result of this inspection conditions of registration have been imposed / varied / removed and a new certificate of registration will be issued.

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by the time of the next inspection

Std Recommendation 6 ensure a written outings procedure is available.

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by the time of the next inspection

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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How effective is the nursery education?

Stepping Stones pre-school provides a generally good standard of nursery education, and children are making very good progress towards the early learning goals. Children are making very good progress in all six areas of learning, personal, social and emotional development, communication, language and literacy, mathematical development, knowledge and understanding of the world, physical and creative development. Teaching is very good The staff have a good understanding of the early years curriculum, the early learning goals and the stepping stones. The activities planned are well linked to the stepping stones and are suitable for the age of the children attending, however there is little access to IT equipment for the children and there are some missed opportunities in language and literacy for the children to link sounds and letters. Leadership and management is very good. The committee are supportive to the staff

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How effective is the nursery education?

, and the staff are always looking for ways to improve their practice. Partnership with parents is very good. Parents are well informed about the provision and their child's learning. Parents are welcomed to the group and encouraged to be a part of their child's learning.

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What is being done well?

• Children's personal ,social and emotional development is very well promoted the children are well motivated to learn, they are developing good self esteem and their behaviour is good. • Partnership with parents is very good. The parents are valued by the staff as part of their child's learning and good links between home and pre-school have been developed. • The staff are a committed team who always look for ways to improve their practice.

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What needs to be improved?

• more opportunities for children to link sounds to letters. • access to IT equipment.

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What has improved since the last inspection?

Children have more opportunities to use the book corner.

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What has improved since the last inspection?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998 Daily plans include opportunities for the children to recognise number in its written form.

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What has improved since the last inspection?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Very Good Children are making very good progress in personal, social, and emotional development. The children are interested in what is on offer and are well motivated to learn. They are developing good self esteem ands are confident to speak out in a large group. The children's behaviour is very good, they know the routine of the day and usually abide by the rules.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good The children are making very good progress in communication. language and literacy. The children use language well to communicate ideas and describe what they are doing. They handle and look at books well and are using writing for different purposes for example making lists of items to take on holiday or writing postcards. There are some missed opportunities for the children to link sounds to letters.

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MATHEMATICAL DEVELOPMENT

Judgement: Very Good Very good progress is being made in mathematical development. Children are able to count to ten confidently and some children can count beyond ten, for example, The children were able to link the numbers on the back of Lilly pads to the number of spots on the back of the frogs. Also to count the number of spots. Children use mathematical language well for example which is the biggest or smallest.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Children are making very good progress in knowledge and understanding of the world. The children explore and investigate with enthusiasm, for example looking at fossils or volcanoes. They use various construction kits well and are also very good at constructing by using junk. The children talk confidently about their families and are very able to identify features within the place they live. ICT skills could develop more effectively if the children had more opportunities to access IT equipment.

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PHYSICAL DEVELOPMENT

Judgement: Very Good Children are making very good progress in physical development. The children are developing a good awareness of space and negotiate pathways with confidence. Children use a variety of tools well and have a good awareness about their bodies changing when they exercise or are cold.

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PHYSICAL DEVELOPMENT

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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CREATIVE DEVELOPMENT

Judgement: Very Good Children are making very good progress in creative development. The children are able to express themselves freely through colour and materials in two and three dimensions, for example making ships from junk. They co-operate well in their role play and are good at using their imaginations to express their ideas. The children also have good recognition of sounds and are able to repeat patterns and sing songs from memory.

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Children's spiritual, moral, social, and cultural development is fostered

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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OUTCOME OF THE INSPECTION

The provision is acceptable and is of high quality. Children are making very good progress towards the early learning goals. The next inspection will take place in three to four years time.

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WHAT THE SETTING NEEDS TO DO NEXT

There are no significant weaknesses to report, but considerations should be given to improving the following: • There are no significant weaknesses to report, but consideration should be given to improving the following:' • more opportunities for the children to link sounds and letters, The provider must draw up an action plan within 40 working days of receipt of this report showing how the key issues detailed above will be addressed. The action plan must be made available to all parents and to the Local Authority if required. An evaluation of the action taken will form part of the next inspection of funded nursery education.

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WHAT THE SETTING NEEDS TO DO NEXT

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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STANDARD 1 - SUITABLE PERSON

Adults providing day care, looking after children or having unsupervised access to them are suitable to do so.

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STANDARD 2 - ORGANISATION

The registered person meets required adult: child ratios, ensures that training and qualifications requirements are met and organises space and resources to meet the children's needs effectively.

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STANDARD 3 - CARE, LEARNING AND PLAY

The registered person meets children's individual needs and promotes their welfare. They plan and provide activities and play opportunities to develop children's emotional, physical, social and intellectual capabilities.

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STANDARD 4 - PHYSICAL ENVIRONMENT

The premises are safe, secure and suitable for their purpose. They provide adequate space in an appropriate location, are welcoming to children and offer access to the necessary facilities for a range of activities which promote their development.

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STANDARD 5 - EQUIPMENT

Furniture, equipment and toys are provided which are appropriate for their purpose and help to create an accessible and stimulating environment. They are of suitable design and condition, well maintained and conform to safety standards.

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STANDARD 6 - SAFETY

The registered person takes positive steps to promote safety within the setting and on outings and ensures proper precautions are taken to prevent accidents.

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STANDARD 7 - HEALTH

The registered person promotes the good health of children and takes positive steps to prevent the spread of infection and appropriate measures when they are ill.

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STANDARD 8 - FOOD AND DRINK

Children are provided with regular drinks and food in adequate quantities for their needs. Food and drink is properly prepared, nutritious and complies with dietary and religious requirements.

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STANDARD 9 - EQUAL OPPORTUNITIES

The registered person and staff actively promote equality of opportunity and anti-discriminatory practice for all children.

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NEEDS AND DISABILITIES)

The registered person is aware that some children may have special needs and is

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NEEDS AND DISABILITIES)

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998 proactive in ensuring that appropriate action can be taken when such a child is identified or admitted to the provision. Steps are taken to promote the welfare and development of the child within the setting in partnership with the parents and other relevant parties.

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STANDARD 11 - BEHAVIOUR

Adults caring for children in the provision are able to manage a wide range of children's behaviour in a way which promotes their welfare and development.

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STANDARD 12 - WORKING IN PARTNERSHIP WITH PARENTS AND CARERS

The registered person and staff work in partnership with parents and to meet the needs of the children, both individually and as a group. Information is shared.

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STANDARD 13 - CHILD PROTECTION

The registered person complies with local child protection procedures approved by the Area Child Protection Committee and ensures that all adults working and looking after children in the provision are able to put the procedures into practice.

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STANDARD 14 - DOCUMENTATION

Records, policies and procedures which are required for the efficient and safe management of the provision, or to promote the welfare, care and learning of children are maintained. Records about individual children are shared with the child's parent.

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STANDARD 14 - DOCUMENTATION

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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