Stepping Stones

Stepping Stones Pre-School Inspection report for early years provision

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Unique reference number 305344 Inspection date 12/01/2011 Inspector Paul Latham

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Setting address J H Godwin Primary School, Melbourne Road, Blacon, Cheshire, CH1 5JG Telephone number 01244 669050 Email jtrenholm07@btinternet.com Type of setting Childcare on non-domestic premises to 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

Stepping Stones Pre-School is run by a voluntary committee. It was registered in 1982 and operates from a purpose-built unit, comprising two classrooms, in the grounds of J. H. Godwin Primary School, in Blacon, Cheshire. Children have access to a secure, enclosed outdoor play area. The setting serves children from the local area. A maximum of 26 children aged under eight years may attend the setting at any one time. The setting currently takes children from two years of age and also offers care to children aged eight years to 11 years. The setting is open Monday to Friday from 8.50am to 2.50pm term time only. The setting also offers an after school provision that is open Monday to Friday from 2.50pm to 6pm during term time only. Children may attend for a variety of sessions.

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Description of the setting

There are currently 50 children on roll who are under eight years and of these 39 are within the early years age range. All those attending receive funding for early education. The setting supports children with special educational needs and/or disabilities. The setting is registered with Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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Description of the setting

There are seven members of staff who work directly with the children. Of these, one holds a Foundation Degree in Early Years and a qualification at level 3 in early years, one who holds a qualification at level 3 in early years, three hold a relevant qualification at level 2 and two others are currently working towards Early Years Professional Status. The setting receives support from the local children's centre early years practitioners' team and is a member of the Pre-School Learning Alliance.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The manager and staff offer a welcoming environment and are committed to providing rich and inclusive learning opportunities for all children. Children thoroughly enjoy their time in the setting and make good progress towards the early learning goals through a varied and interesting range of activities. Resources are plentiful and extremely well deployed, including staff. Most records, policies and procedures are thorough and relevant and are implemented effectively to safeguard and promote children's welfare. Self-evaluation is used satisfactorily to monitor the provision and highlight areas for further improvement. However, a condition of registration has not been met.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 carry out a full risk assessment for each type of 19/01/2011 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 outing, which is reviewed before embarking on each specific outing (Safeguarding and promoting children's welfare).

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further?

To further improve the early years provision the registered person should:

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further?

 improve the record of risk assessments to cover anything with which a child may come into contact.

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the early years provision

Staff have a clear understanding of their responsibility to safeguard children, and appropriate arrangements are in place to deal with any child protection concerns. All staff are fully vetted and clear procedures for the employment of staff ensure only suitable adults work with the children. Most records, policies and procedures that support the setting to promote positive outcomes for children are satisfactorily maintained. However, the provider has committed an offence by failing to notify Ofsted of a change to the individuals who are members of its governing body. This is a specific legal requirement in the Statutory Framework for the Early Years Foundation Stage. Ofsted does not intend to prosecute on this occasion. Regular risk assessments ensure hazards are reduced and staff follow a clear site-security policy to ensure children can play safely. However, the record of risk assessment does not cover everything with which a child may come into contact, with

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the early years provision

particular regard to some outside play resources, although staff do carry out visual checks regularly. Staff supervise children closely, while allowing them to learn about and deal with risks as they play. However, the setting does not carry out a full risk assessment for each type of outing or visit the children take part in, which is a requirement of the Early Years Foundation Stage.

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the early years provision

Staffing ratios are very good and the setting deploys its resources, including staff, exceptionally well. Staff are well qualified and maintain up-to-date training. The manager motivates her staff well and her leadership impacts positively on the quality of provision and the outcomes for children. Systems in place for evaluating the setting's strengths and areas for development are satisfactory. Staff, parents, carers and other early years professionals are fully involved in the process of self- evaluation resulting in an effective action plan for continuous improvement.

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the early years provision

The assessment and tracking of children's progress are thorough. Equality is central to the work of the setting and each child is seen as an individual. Gaps in learning and development are quickly identified and if necessary additional support is made available through specialist services to ensure all children are included. Partnerships with other agencies are well developed. The setting makes good use of the expertise of the nearby children's centre and the host school. Visits are used to share good practice and further training. Staff engage exceptionally well with parents and carers who value the education and care provided for their children. Staff also offer training sessions for parents and carers to help them support their child at home. These are greatly valued and very well attended. Communication This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 with parents is exceptionally good, which is evident through communications,

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the early years provision

including the popular text messaging service.

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and outcomes for children

Children's learning and development needs are well supported by committed and enthusiastic staff and their achievements are thoroughly monitored and recorded. Each child's 'Learning Journey' includes valuable notes and pictorial evidence for each area of learning and is shared with parents and carers. Staff are very skilful in planning their work, so that each child is carefully led into new areas of learning. Many of the activities emerge from the children's own preferences but there is also a good balance of staff-led activities, such as the teaching of letters and sounds.

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and outcomes for children

High priority is given to improving children's communication and language skills. Children make good progress in this area and happily join in songs and action rhymes. They show real interest in books and eagerly discuss their favourite characters. A noticeable feature is the good behaviour of children and the way they cooperate with one another and develop socially with high levels of independence.

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and outcomes for children

Children experience both indoor and outdoor learning areas and an excellent range of equipment is selected daily to reflect their preferences. The large wooden construction blocks and ramps are used creatively and constructively and children are encouraged to develop team work skills. Children use the main playground for riding tricycles and ball games and they enjoy watching the setting's three hens. Inside, children experiment with paint and enjoy making and blending patterns with increasing skill. They show confidence in using the computer and accessing equipment to play their favourite nursery rhymes, prompting spontaneous singing and dancing. Staff intervene sensitively to take children's learning and understanding forward, using questions well to widen vocabulary and understanding.

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and outcomes for children

Children with special educational needs and/or disabilities are supported exceptionally well. Specific programmes of work for those with speech and language difficulties are professionally followed and implemented. When at play children show a clear understanding of the importance of keeping safe. They readily follow simple rules and hygiene routines, such as washing hands before eating. Snack and lunchtimes make excellent social occasions and children show a good understanding of the snacks that are healthy. Children learn to look after their environment and tidy up after activities with care. Their attitude to work, their ability to accept responsibility and the progress they make in communication and language, prepare them well for entry into their next school. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 3

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 ensure systems are in place to inform Ofsted of the name, date of birth, address and telephone number of any member of the governing body where the main purpose is childcare (Changes to people). 25/01/2011

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Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 ensure systems are in place to inform Ofsted of changes of circumstances as soon as possible and in any case no later than 14 days after the change occurs (Providing information to Ofsted). 25/01/2011

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