Stepping Stones Pre-School

Stepping Stones Pre- School Lee Chapel South Community Hall, Kibcaps, The Knares,, BASILDON, Essex, SS16 5RX

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Inspection date

Previous inspection date 8 November 2016 24 May 2016

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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

 The manager and the staff team have worked extremely hard to implement considerable changes to improve the quality of the pre-school since the last inspection. These changes have improved the procedures for safeguarding children, as well as raising the quality of teaching and learning.  Staff know all the children well. They complete regular observations and assessments to identify what children can do and prepare their next steps for learning. Staff use the information to effectively plan learning experiences that promote children's development.  There is a strong focus on promoting children's speaking and listening skills. Staff use every opportunity to reinforce children's vocabulary and conversation skills throughout their time at the setting.  The key-person system is well established and helps children to form strong emotional attachments as staff effectively support them in their play. Children develop good levels

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This provision is good

of confidence, and feel safe and secure in the pre-school environment.

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It is not yet outstanding because:

 Staff do not consistently seek the very detailed information they need from parents about children's learning and development before they start at the pre-school.  Systems to monitor the achievements of different groups of children are not yet precise enough to help staff in targeting teaching more effectively, supporting all children to make the best possible progress.

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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

 strengthen the arrangements for obtaining information from parents about children's learning to date, when children start at the pre-school  monitor the progress made by different groups of children so that any variations in learning are quickly identified and addressed, increasing the potential for all children to achieve at the highest level.

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Inspection activities

 The inspector observed teaching and learning in the indoor and outdoor learning environment.  The inspector carried out a joint observation with the manager.  The inspector checked the evidence of staff suitability and qualifications.  The inspector held a meeting with the manager of the setting. She looked at relevant documentation, such as the pre-school's self-evaluation.  The inspector took account of the views of children, staff and parents spoken to on the day of the inspection.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. There are robust systems in place for recruitment, induction and continued professional development opportunities, in particular, through regular supervision and training. This helps to improve the quality of care and learning children receive. All staff understand their responsibility to keep children safe and know what to do if they have concerns about a child's development or welfare. Staff ensure that the environment is safe and secure at all times. They conduct regular and effective risk assessments as part of keeping children safe. Parents speak positively of the pre-school. Staff invite parents into the setting to discuss their children's progress and parent's positive contributions to children's assessments support learning at home. The manager regularly reviews the quality of the setting and takes into account the views of staff, parents and children.

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Quality of teaching, learning and assessment is good

Children have access to a range of exciting and interesting resources that supports their development across all seven areas of learning. Staff are full of fun and enthusiasm, which helps to keep children interested and motivated to learn. Staff provide a good balance of adult-led and child-initiated learning, enabling children to make choices about what they wish to do. They help children to develop their early mathematical skills, as they encourage them to count and recognise written numbers as they play. Staff constantly talk to the children, commenting on what they are doing and asking questions to encourage their thinking and exploration. Children are given good opportunities to develop their literacy skills. For example, books are used throughout the setting to help children explore different ideas as they play.

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Personal development, behaviour and welfare are good

Staff provide a welcoming and well-planned environment to interest children in their play. Children are involved in discussions and are encouraged to make choices in their learning. Children are happy and settled, helping them to form positive relationships with staff and supporting their emotional well-being. Staff are good role models. They consistently promote positive behaviour and have high expectations of children in their care. Effective communication with other early years providers helps support children to successfully manage the transfer to school. Children follow good hygiene routines and their physical skills are promoted well. Staff ensure that the environment is safe and secure at all times. They conduct regular and effective risk assessments as part of keeping children safe.

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Outcomes for children are good

All children make consistently good progress in their learning and development. Children are well prepared for the next stage in their learning and for their eventual move on to school. They are becoming confident and active individuals who enjoy learning. Children, including those who speak English as an additional language, make good progress in developing their speaking and listening skills. They are happy, settled children who are learning to respect each other.

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Setting details

Unique reference number 402243 Local authority Essex Inspection number 1053292 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 26 Number of children on roll 45 Name of registered person Stepping Stones Pre-School Committee

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reference number

Date of previous inspection 24 May 2016 Telephone number 07711 637159

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reference number

Stepping Stones Pre-School was registered in 1964. The pre-school employs seven members of staff. Of these, six hold an appropriate early years qualification. The pre- school opens during school term time only. The sessions are from Monday to Friday from 8.45am to 3.15pm. The pre-school provides funded early education for three- and four- year-old children. The pre-school supports children who speak English as an additional language.

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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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