St. Andrew's Stepping Stones

St. Andrew's Stepping Stones St. Andrew's Centre, School Hill, Histon, Cambridge, CB24 9JE

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Inspection date

Previous inspection date 29 September 2016 Not applicable

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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

 Children learn to respect and celebrate their similarities and differences. They have opportunities to access dual-language books and multicultural resources. This helps them to develop their understanding of diversity beyond their own family experiences.  The management team and staff develop good communications with each family. Information is sought from the outset. This helps staff to understand and meet the learning and care needs of each child.  Staff are committed to working with a wide range of other professionals, including staff at other settings the children attend. This enables them to share information and build on all that the children understand and can do. In addition, it enables them to access support from the most appropriate professional if they identify a gap in learning.  Children's well-being and independence are promoted effectively. They form good relationships with staff, seeking them out for comfort or to show them finished

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This provision is good

creations. Children become self-assured and share their ideas with growing confidence.  The manager and staff have established positive working relationships with parents, which helps them to remain aware of each child's changing care and learning needs. Parents report that all staff are easy to talk to. They speak of the fun their children have and the knowledge they gain through the wide range of activities they explore inside and outside.

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It is not yet outstanding because:

 The management team does not currently use sharp evaluation of teaching practice to inform a focused programme of ongoing professional development to the highest level.

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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 professional development, identifying relevant training in specific areas of early years practice, in order to enhance the quality of teaching even further.

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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 evaluation of an activity and reviewed this with the manager.  The inspector held a number of discussions with the manager and members of staff. She looked at relevant documentation, including learning records, policies and procedures and how the committee, manager and staff reflect on their practice.  The inspector took account of the views of parents through discussions during the visit and spoke with children at appropriate times.  The inspector looked at relevant documentation, such as evidence of the suitability of all staff and the management committee.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The management team ensures that all staff regularly update mandatory training. Staff understand the procedures to follow if they have a concern about a child's safety. They are aware of their duty to prevent children being drawn into situations which put them at significant risk of harm. In addition, monitoring of attendance and accident records enables staff to account for children's ongoing welfare. The management team, staff, children and parents share ideas in order to promote the continuous development of the setting. Staff work closely with the management team to support the continued sustainability of the setting.

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Quality of teaching, learning and assessment is good

Children benefit from the attention that staff give to planning, which takes into account their different learning needs and stages of development. A wide range of interesting activities encourages children to join in and sustains their interest to investigate further. Children make good progress as they move freely around the setting inside and outside. They learn to collaborate as they play, enjoying imaginary trips to the shops or while digging for treasure in the sand. Children begin to use their deep thinking skills as they solve their own problems. When an envelope fails to stick, they talk with staff about a range of other methods that they could use. Staff provide time for children to draw their own conclusions and come up with ideas. They encourage conversation by narrating what is happening and providing time for children to talk freely. Children embed the skills they need in readiness for school.

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Personal development, behaviour and welfare are good

Children are exceptionally confident. Staff pay very good attention to children's health and emotional well-being. Regular routines, such as plenty of exercise, fresh air, healthy eating and attention to good personal hygiene, help to embed children's understanding of a healthy lifestyle. Children's behaviour is extremely good. They learn to take responsibility for their own actions, for example, they use timers to organise fair turn taking of resources. Staff help children to learn about personal safety. They use age-appropriate discussion, for example, helping children to learn about using furniture properly to avoid accidents. Children manage their physical skills well as they play or while engaging in everyday tasks, such as helping themselves to snacks or pouring their own drinks.

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Outcomes for children are good

Children make good progress in relation to their starting points. They build on their existing communication skills and develop confidence in what they can do and achieve. Children increase their personal independence, making choices and selections about their play, which supports their ongoing development.

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Setting details

Unique reference number EY477971 Local authority Cambridgeshire Inspection number 976804 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 24 Number of children on roll 14 Name of registered person St. Andrew's Stepping Stones Committee

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reference number

Date of previous inspection Not applicable Telephone number 07982219754

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reference number

St Andrew's Stepping Stones was established in 1984 and relocated to new premises in 2014. The pre-school employs four members of childcare staff, all of whom hold appropriate early years qualifications at level 2 and above. The pre-school opens on Monday, Wednesday and Thursday from 9.15am until 12.15pm, during term time only. An optional lunch club is run on Wednesday and Thursday from 12.15pm until 1.15pm. A holiday club is operated during the school holidays. The pre-school 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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