Stepping Stones Pre- School

Stepping Stones Pre- School The Scout Hut, Wellington Road, Exeter, Devon, EX2 9DY

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Inspection date

Previous inspection date 7 September 2016 Not applicable

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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3

Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 The manager does not complete the required progress checks for two-year-old children to identify their stage of development and share this key information with parents and relevant professionals.  The manager does not routinely provide support and guidance for staff, to continually support their professional development. The quality of teaching is variable and staff do not provide enough challenge for older children to extend their learning.  Staff do not always provide information in sufficient detail to inform parents of their children's progress and what skills they are helping children to learn next. This means they are unable to work in partnership to fully support children's learning.  Generally, staff know their key children well and recognise their stages of development. However, the manager does not always monitor assessments and children's learning to identify weaknesses in staff practice and areas where children make less progress.

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It has the following strengths

 The environment is welcoming, and staff provide play and learning opportunities which interest the children. Children are motivated to learn and enjoy their time at the setting. Younger children make good progress in their development.  The effective key-person system helps staff build positive relationships with children. Children are settled and secure. They eagerly and confidently arrive at the setting. Staff successfully support children's emotional and physical well-being.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 complete the required progress check for children between the ages of two and three years to provide a written summary of their stage of development, and share this information with parents and relevant professionals as appropriate 23/09/2016

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Due Date

 ensure activities consistently challenge and fully meet the needs of the older children, to help them make good progress in all areas of learning 07/10/2016

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Due Date

 improve partnerships with parents to establish a two-way flow of information about children's development and support continuity in their learning. 07/10/2016

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Due Date

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

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Due Date

 monitor the quality of teaching more effectively, and support staff to develop their skills and knowledge further  make better use of observation and assessment to strengthen the monitoring of children's development, and ensure that individuals and all groups of children make consistently good progress in their learning.

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Inspection activities

 The inspector observed interactions between children and staff during a range of activities.  The inspector carried out a joint observation with the manager.  The inspector took account of the views of children, parents and staff through discussions throughout the inspection.  The inspector held meetings with the manager at appropriate times throughout the inspection.  The inspector sampled documentation, including assessments of children's learning, suitability checks for staff, and policies and procedures.

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Effectiveness of the leadership and management requires improvement

The manager implements some systems to monitor staff's practice, such as occasional observations. However, she does not routinely support staff effectively to develop their teaching further. The manager does not use children's assessments precisely enough to identify how staff can support individuals and groups of children to make better progress in their learning. Safeguarding is effective. Staff are clear about the procedures to follow if they have any concerns about a child's welfare. The manager regularly obtains the views of parents and identifies some areas for development.

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Quality of teaching, learning and assessment requires improvement

The quality of teaching is inconsistent. Staff provide good quality learning opportunities for younger children. However, they do not offer enough challenge for the older children, such as through planned activities, spontaneous play and general discussion. For example, when staff recognise that older children can easily achieve a learning objective during a planned activity, they do not adapt what they are doing to provide more challenge. Staff do not complete progress checks for two-year-old children as required, to report on their skills and any gaps in learning, and share this with parents and relevant professionals. Parents do not know what their children are currently learning because staff do not regularly share detailed information about their progress. All children communicate confidently, such as initiating discussions with staff and their friends.

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Personal development, behaviour and welfare are good

Children are happy and confident, and make choices about their play. For example, they choose whether to play inside or outside. Staff help them to learn familiar routines and understand the boundaries. Children behave well, form strong friendships and play cooperatively with others. For instance, children greet their friends with cuddles as they arrive. Staff enthusiastically praise children's efforts to build their confidence. Children show high self-esteem as they celebrate their own achievements, such as clapping and cheering when they manage to balance along stepping stones. Staff provide routine opportunities for children to take responsibility for tasks and their own care. For example, children skilfully pour their drinks with few spillages.

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Outcomes for children require improvement

Children gain some key skills to prepare them for future learning. Younger children practise and develop new skills. For example, they sit and listen well as staff read stories, and learn how to make sandcastles. However, older children do not receive enough challenge to help them make good progress. For example, they have few opportunities to develop their skills for early reading and writing, or to extend their understanding of why things happen.

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Setting details

Unique reference number EY476992 Local authority Devon Inspection number 985923 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 3 Total number of places 24 Number of children on roll 12 Name of registered person Stepping Stones Pre-School, Exwick Committee

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reference number

Date of previous inspection Not applicable Telephone number 07977538684

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reference number

Stepping Stones Pre-School re-registered in 2014 at new premises. It is located in Exeter, Devon and receives funding to provide early education for children aged two, three and four years. The pre-school opens on Monday, Wednesday, Thursday and Friday from 9am to 3pm, term time only. There are three members of staff, two of whom hold appropriate qualifications at level 3.

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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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