Stepping Stones Forton Pre-School

Stepping Stones Forton Pre-School Forton Village Hall, School Lane, Forton, Preston, Lancashire, PR3 0AS

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Inspection date

Previous inspection date 6 July 2016 27 November 2012

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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

 Safe recruitment procedures are in place to ensure that staff are suitable to work with children. Staff have a robust understanding of how to keep children safe.  Staff are deployed effectively throughout the day and work together well to ensure the smooth running of the pre-school. They make sure that ratios are met at all times and children are well supervised.  The motivated and enthusiastic staff work with parents to establish what children enjoy and can already do. They use this together with their own ongoing observations and assessments to provide each child with activities that offer interest and challenge.  Children arrive at the pre-school with excitement and enthusiasm, and settle in quickly. They are eager to help carry out small tasks and take responsibility for their own belongings when they arrive.  All children, including those who have special educational needs or disability, are

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This provision is good

making good progress from their starting points. They are enthusiastic and motivated to play and explore, and enjoy the range of fun activities provided.

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It is not yet outstanding because:

 The methods used to monitor and promote staff's skills are not highly rigorous and robust to help ensure children make even better progress.  The opportunities to regularly seek the views of parents and set priorities for improvement are not highly targeted and focused.

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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

 build on the procedures to monitor and promote the quality of staff's teaching to help raise standards even further  provide further opportunities to regularly seek the views of parents and develop more highly focused methods to drive ongoing improvements across the pre-school.

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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 pre-school acting manager.  The inspector looked at children's records, planning documentation and evidence of the suitability of staff working in the provision. She looked at a range of other documentation, including policies and procedures and the pre-school's self-evaluation.  The inspector spoke to a parent during the inspection and took account of their views.  The inspector spoke to members of staff and children at appropriate times during the inspection and held meetings with the acting manager and chair of the committee.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff have a robust understanding of child protection issues. They know what to do should they be worried about the safety or welfare of a child. Staff understand the procedures for effectively dealing with and recording accidents and notifying Ofsted if required. The manager regularly seeks the views of staff and children. She uses this information to drive improvements. Overall, training attended has a positive impact on the quality of teaching and learning. Following early language development training, staff provided fun ideas to parents to support children's learning at home. Staff liaise effectively with other professionals to provide a consistent approach to aid children's progress.

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Quality of teaching, learning and assessment is good

Children are enthusiastic, confident and motivated to learn. They invite staff and other children to join in their play and are given plenty of time to plan their own learning. Accurate assessments are used to promptly identify any delay and seek early support. Staff use a range of effective strategies to promote children's language and communication skills. They change their volume, tone and pace as they share stories with children. This contributes towards children's good listening and attention skills. Children are confident talkers and are keen to share their own ideas and experiences. Overall, staff skilfully change tasks as they occur and make the most of opportunities to promote children's learning. For example, they point out a bird outdoors, asking children questions about its habitat and what it might eat. Staff challenge children to make a den and explore the best place to hide in the game. Children develop a good imagination and critical-

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Quality of teaching, learning and assessment is good

thinking skills. They make good progress in all areas of learning.

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Personal development, behaviour and welfare are good

Staff provide each child and parent with a warm and enthusiastic welcome. They show a genuine interest in children and this contributes towards children feeling confident and self-assured. Children form a close bond and attachment to the staff. Staff are good role models for behaviour. They share effective behaviour management strategies with parents and other professionals to promote a consistent approach. Children show a growing understanding of behavioural expectations and play cooperatively together. They have plenty of opportunities to play with vigour and energy and practise their physical skills with confidence. Children keep on trying and are keen to try new things. Their physical and emotional well-being are met well and they thoroughly enjoy their time at the pre-school.

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Outcomes for children are good

All children have an eager disposition towards learning. They are active, independent and confident individuals who are acquiring the skills for future learning. Children make friends easily and are developing the attitudes that help them to be prepared well for school.

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Setting details

Unique reference number 309855 Local authority Lancashire Inspection number 1055436 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 5 Total number of places 26 Number of children on roll 16 Name of registered person Stepping Stones Forton Pre-School Committee

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reference number

Date of previous inspection 27 November 2012 Telephone number 07805 428185

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reference number

Stepping Stones Forton Pre-School was registered in 2000 and is run by a committee. The pre-school employs five members of childcare staff. Of these, three hold appropriate early years qualifications to at least level 3, including one with early years professional status and one with a qualification at level 5. The pre-school opens from Monday to Friday, during term time only. Sessions are from 9am until 3pm each day, except Wednesday, when sessions are from 9am until midday. The pre-school provides funded early education for two-, three- and four-year-old children. It supports a number of children who have special educational needs or disability.

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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

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

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