Stepping Stones Pre-School

Stepping Stones Pre- School Kendall Hall, Nunnery Fields, Canterbury, Kent, CT1 3JN

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Inspection date

Previous inspection date 4 December 2017 20 April 2015

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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 have access to an exciting range of toys and activities, which is easily accessible to enable children to make informed choices in their play. Children are interested in their play and make good progress in their learning and development.  Partnerships with parents are good. Staff keep parents well informed about their children's achievements and provide information to help support children's learning at home.  There are good systems to keep children safe. The management and staff have a clear understanding of their role in protecting children from harm. The manager is fully aware of what to do should she have any concerns in relation to child protection.  The manager and committee have effectively used evaluation to help identify strengths and areas for improvement. For example, they have successfully addressed the recommendation set at the last inspection and increased the resources and

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This provision is good

opportunities children have to develop their mathematical language, in all areas of play.  Staff provide children with a wide variety of experiences to expand their interest in the world around them. For instance, they go on walks to the shops and visit the local cathedral and fire station to gain a good awareness of their community

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It is not yet outstanding because:

 Younger children do not have suitable opportunities to explore printed materials when playing in all areas of the pre-school, to help them learn that words carry meaning.  Staff do not consistently share information with other early years professionals, to help provide a continuity of care and learning.

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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

 review and improve the opportunities younger children have to see and explore the written word, to further develop their interest in literacy  strengthen further ways of working with other early years professionals, to help provide a much stronger consistency in children's care and learning.

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Inspection activities

 The inspector observed the interactions between staff and children, and how these have an impact on outcomes for children.  The inspector spoke to staff and children at appropriate times throughout the inspection.  The inspector carried out a joint observation with the manager.  The inspector spoke to parents to gain their views on the service they receive.  The inspector sampled a range of documentation, including the safeguarding policies and procedures, and staff and committee suitability checks.

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Effectiveness of the leadership and management is good

The manager and committee implement good safeguarding procedures that keep children safe and meet their care and well-being needs effectively. The manager ensures that staff are deployed well throughout the day and constantly risk assess the environment and resources used. Safeguarding is effective. The manager is new in her role and the committee has implemented strong induction procedures to help new staff and those taking on new roles, to ensure they are supported fully in their roles. The manager supports staff practice. For instance, she provides them with opportunities to increase their knowledge and teaching skills, such as attending safeguarding training and short courses. The manager and staff track children's progress carefully across all areas of learning. They notice any gaps in development and quickly target them to help children catch up, gaining support from other early years professionals as required.

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Quality of teaching, learning and assessment is good

Staff make effective use of observations and assessments, and teach children through enjoyable, well-planned activities. Good use is made of the outside area to extend children's learning and broaden their experiences. For example, children make bird feeders in the mud kitchen and describe the textures of the ingredients, which helps to improve their language skills. Staff encourage children to think things through and to solve problems. For example, younger children excitedly press the buttons in the farm book and predict which noise the animal will make. The older children work out how much paper and sticky tape they need to wrap up different sized boxes.

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Personal development, behaviour and welfare are good

Staff have very secure settling-in procedures, such as meeting children in their own homes to enable children to forge close bonds with the staff. Children's behaviour is good. They are kind and courteous to one another and listen attentively to staff. Staff offer children a range of opportunities to develop their independence. For instance, children prepare their own snacks and take an active role in looking after themselves. Staff encourage children to exercise in the garden in all weathers to practise their physical skills and learn how to lead a healthy lifestyle.

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Outcomes for children are good

All children, including those who need extra support and children who speak English as an additional language, make good progress from their starting points. Children show a real interest in learning and finding out new things. They develop important skills which help them become ready for starting school. Children learn to respect and value their own and other people's differences. They develop good communication skills. For example, they are eager to join in at group time, talking about their weekend's events and news. Children develop their physical skills and learn how to manage their own safety. For example, they carefully use knives to cut up vegetables in the home corner as they make dinner for their friends.

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Setting details

Unique reference number 127645 Local authority Kent Inspection number 1089371 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 24 Number of children on roll 28 Name of registered person Stepping Stones Pre-School Committee

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reference number

Date of previous inspection 20 April 2015 Telephone number 07980 492024

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reference number

Stepping Stones Pre-School registered in 1967 and is run by a voluntary committee. It operates in Canterbury, Kent. The pre-school is open each weekday morning from 9am to midday, during term time only. The provider receives funding to provide free early education for children aged three and four years. The committee employ five members of staff, of whom, three hold a relevant early years qualification at level 3 and one holds a qualification at level 5.

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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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