Stepping Stones Pre Preparatory School and Nursery

Stepping Stones Pre Preparatory School and Nursery Independent school standard inspection report

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DfE registration number 865/6029 Unique Reference Number (URN) 126537 URN for registered childcare EY255646 Inspection number 386830 Inspection dates 18 – 19 January 2012 Reporting inspector Stephen McShane HMI 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk No. 090070 Independent school standard inspection report

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Purpose and scope of the inspection

This inspection was carried out by Ofsted under Section 162A of the Education Act 2002, as amended by schedule 8 of the Education Act 2005, the purpose of which is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school. 1, 2 The inspection of registered provision was conducted under Sections 49 and 50 of the Childcare Act 2006. 3, 4

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Information about the school

Stepping Stones School is located in a rural location near Marlborough, Wiltshire. It opened in 1993. The pre-preparatory department was established on the same site in January 1994 and the age range was extended in 2003 to include Year 3 pupils. There is registered child care for those children under three years. The current age range is two to eight years. Provision is organised into childcare (the toddler room), two Nursery classes, two Reception classes and one class for each of the older year groups. There are 59 pupils who attend full-time and 33 who attend part-time. In addition, 17 children attend the part-time child care. Forty seven children are in receipt of government nursery funding. There are no pupils learning English as an additional language or who have a statement of special educational needs. The school was last inspected in October 2008 and the Nursery in December 2009.

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Information about the school

The school’s vision is to provide a nurturing approach so that all children enjoy school and are comfortable and confident as they progress through their early education.

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Evaluation of the school

The school meets its aims and provides a good quality of education. The overall effectiveness of the registered Early Years Foundation Stage is outstanding. The behaviour of pupils is also outstanding. Overall, pupils make good progress because of good teaching by adults who know the pupils very well and a curriculum that systematically enables them to build up their knowledge and skills at a good rate. Provision for spiritual, moral, social and cultural development is good and leads to a very tolerant and harmonious community. Safeguarding procedures are robust. Parents, carers and pupils hold the school in very high regard. The school meets the majority of the regulations for independent schools. Since the last inspection, the school has maintained its quality of education and has suitably addressed the issues

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Evaluation of the school

1 www.legislation.gov.uk/ukpga/2002/32/contents . 2 www.legislation.gov.uk/ukpga/2005/18/contents . 3 Schools which provide childcare for children from birth until the term in which they reach their third birthday must register this provision separately with Ofsted. 4 www.legislation.gov.uk/ukpga/2006/21/contents . Independent school standard inspection report raised in that report. It has made significant improvements to the childcare provision since the last nursery inspection.

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Quality of education

The curriculum is good. It is broad, balanced and well planned. It gives priority to developing good skills and knowledge in literacy and numeracy. Reading, handwriting, spelling, letters and sounds and mathematics are all taught with a clear structure that effectively ensures progression and challenge. Long- and medium-term planning ensures that there is good coverage of all areas of learning, including humanities and religious education. French is taught throughout the school and older pupils learn Latin. The provision effectively develops pupils’ linguistic skills. Provision for sports is excellent and activities promote a healthy lifestyle. Weekly swimming lessons are provided for pupils in the Reception class and for those who are older. Specialist teachers and coaches provide a very good grounding in a range of physical activities such as tag-rugby, football, rounders, cricket and ballet. These activities

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Quality of education

prepare pupils very well for the future, as the majority will go on to undertake competitive sports in their next school. Pupils have appropriate opportunities to go on educational visits to enhance their understanding and broaden their horizons, for example to the Merchant’s House in Marlborough and the Roman Museum. Opportunities for outside play, whatever the weather, in a muddy and rural setting contribute a great deal to pupils’ enjoyment of learning. Those who have special educational needs, or who are finding it more difficult to learn, have their own individual education plans. These effectively set clear priorities and monitor progress.

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Quality of education

In the Nursery and Reception classes, which is the provision for three to five year olds, staff have a good understanding of the learning and development requirements of the Early Years Foundation Stage. A high emphasis is given to promoting independent learning and encouraging children to solve problems through thinking about the best way forward, particularly in construction. The learning environment stimulates children’s interest well, with exciting work being done in woodwork and large-scale construction. Children find the curriculum in the Nursery particularly exciting. It is based on what children want to learn and their own ideas, and provision is delivered through play-based learning. As a result, children are enthused and motivated to learn.

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Quality of education

Teaching and assessment are good overall. During the inspection, teaching in some lessons was outstanding and in a few satisfactory. All teaching is underpinned by very strong respectful relationships between adults and pupils. In Years 1 to 3, pupils are very secure in class so are happy to challenge and motivate themselves to learn. Teachers’ careful questioning, in the context of the small class groups, helps pupils apply new knowledge or quickly correct misconceptions as they arise. Detailed planning, particularly in mathematics, gives a very clear structure to lessons and provides clarity about the particular methods to be introduced, for example in multiplication and division. This is particularly effective when a class has more than one teacher during the week. Lessons move along at a good pace with different activities for pupils who have different levels of ability. Teaching is not as strong

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Quality of education

Independent school standard inspection report when the planning, the task, or additional adult support, is too focused on the completion of an activity rather than ensuring pupils are learning new skills or knowledge. On these occasions, pupils are diligent and occupied but progress slows.

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Quality of education

Teachers know pupils very well. The school uses a commercial scheme to test pupils regularly which provides an appropriate benchmark to judge attainment and progress against national averages. As yet, the school is not using this valuable data to target teaching more precisely, or inform interventions to remedy any slowing of progress or potential underachievement. Marking and feedback in books is very regular and encouraging; however, it does not always inform the pupils how to improve.

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Quality of education

Planning and assessment in the Reception and Nursery class have high regard for the learning needs and interests of each child. Activities are designed to provide a good level of enjoyment and challenge. Targets and next steps in learning are deduced from accurate and detailed analysis of observation and assessment of children’s development. Learning is planned to incorporate these next steps and, as a result, children are regularly challenged to make good or better progress. Teachers have high expectations of what children can achieve. They are skilled at delivering good paced learning which is delivered in a friendly and enabling fashion so children readily engage. There is a strong element of child-initiated learning when children choose and develop their own learning with staff support. As a result, children are independent and self-assured in class.

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Quality of education

Pupils are successful at gaining admission to the schools of their choice. They make good progress overall and when they leave, the attainment of the majority is above the national average for pupils of their age. They are confident and develop good work habits. They learn to write extended pieces of work with increasingly complex vocabulary and punctuation. They become increasingly confident in number, shape space and measurement. They develop good skills in sport and ballet. Younger children demonstrate positive attitudes to their learning and come to class eager to learn. They concentrate well in their lessons and their play and make good progress towards the early learning goals.

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Spiritual, moral, social and cultural development of pupils

Pupils’ spiritual, moral, social and cultural development is good. Behaviour is outstanding and is a significant in promoting good learning. Pupils enjoy school and work and play very well together. They are polite and enthusiastic. Pupils told inspectors that the best thing about the school was that it was friendly. This is clearly evident in the playground where no one is left out and everyone is included in the range of games and activities that take place. Year 3 pupils are very proud of the roles and responsibilities that they carry out. They care for younger pupils, settle minor disputes and lead Friday’s assembly. The school council, which includes children from the Reception class, organises charity events and has the experience of running meetings. Pupils develop and widen their cultural knowledge and understanding through regular celebrations of festivals and by exploring other Independent school standard inspection report

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Spiritual, moral, social and cultural development of pupils

countries that they, their friends, parents or carers have visited. Opportunities in assemblies, religious education lessons, circle time and discussions about events in the school day encourage pupils to suitably reflect on spiritual and moral issues. Pupils are well prepared for their next stage of education. For example, they have very good attitudes to learning, their application to work is strong and they have very strong interpersonal skills which will stand them in good stead for future learning. Children in Nursery and Reception have developed warm and secure relationships with the adults who care for them. They readily take responsibility for their own learning and safety. They are extremely caring and considerate to one another. They readily help one another. Children are particularly good at working collaboratively, such as when building construction projects or planning a drama presentation of the ‘Three Little Pigs’, where they listen to one another’s ideas and

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Welfare, health and safety of pupils

Provision for welfare, health and safety is good. The school has a wide range of written policies and procedures which are clear, relevant and meet regulatory requirements. Staff implement these policies consistently well throughout the school. Health and safety procedures are thorough. Staff suitably assess risks and check the environment to maintain high health and safety standards. Small class sizes and a high number of teachers and assistants mean that children benefit from a good level of supervision and adult attention to support their learning. Safeguarding arrangements are strong. All staff have received appropriate child protection training to fulfil their responsibilities. Written child protection guidance is detailed and staff are familiar with the correct procedures to follow. The school fulfils its duties under the Equalities Act 2010.

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Suitability of staff, supply staff and proprietors

Recruitment procedures are rigorous and the school has carried out appropriate checks on all staff and others who work in the school to make sure all are able to work safely with children. The required checks are suitably recorded in a single central register.

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Premises and accommodation at the school

The school is housed in a number of refurbished farm buildings. It is a secure site and classrooms are suitable for the curriculum and numbers on roll. There is sufficient outdoor space for play and recreation. Pupils have the opportunity to play on a large tarmac area or grassed area. There is an adjacent sports field. The school does not have appropriate facilities for those who are ill.

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Provision of information

The school provides clear, up-to-date information for parents and others through its website and prospectus. All of the required information is supplied. Parents and Independent school standard inspection report carers receive regular reports about how their children are progressing, both academically and socially. Parents and carers are very satisfied with the school. All those who responded to the questionnaire said that they are happy with their children’s experience at school. Parents and carers said the school is a very special place: ‘The children are known to all staff and they feel confident and secure in their environment’ and the school is a ‘real jewel’.

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Manner in which complaints are to be handled

The complaints procedure does not meet regulatory requirements. The areas of non- compliance are noted at the end of this report.

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Registered provision for children aged from birth to three years

The registered provision provides for children aged two to three years. The overall effectiveness of this Early Years Foundation Stage phase; the quality of education, outcomes, leadership and management are all outstanding. Children are nurtured exceptionally well in the toddler room. Children show very high levels of attachment to staff who care for them, and they are eager to participate in the activities provided. The play-based curriculum is very well suited to children’s stage of development. The room is extremely well organised so children can choose what they want to do and help themselves to a drink or snack when they wish. As a result, children are very confident and have extremely high levels of self-assurance. Children make exceptional progress in all areas of their learning. The curriculum is suitably based on children’s stages of development. Thorough and detailed systems of assessment provide accurate guidance on what each child’s next steps are, so that

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Registered provision for children aged from birth to three years

all children are given an excellent level of challenge. Children are enthusiastic about their activities and learning and they are wholly engaged in their play. They are extremely considerate to one another and are developing cooperative play very well. Two children, for example, happily play at the dough activity, standing side by side. One child skilfully presses and moulds some dough and declares he has made ‘wriggly worms’. His companion watches him intently and repeats the words as he then makes some worms of his own. Leadership and management hold the best interests of each child at the heart of rapid development planning. Leaders give a very high priority to children’s overall well-being. Aspects concerning safety and health are given rigorous attention to ensure children are kept safe and well. Improvements implemented in recent years have had a highly significant and positive impact on the provision and overall outcomes.

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Compliance with regulatory requirements

The proprietor has ensured that the school meets The Education (Independent School Standards) (England) Regulations 2010, schedule 1 (‘the Regulations’), with the exception of those listed below. 5

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Compliance with regulatory requirements

5 www.legislation.gov.uk/uksi/2010/1997/contents/made . Independent school standard inspection report The school does not meet all requirements in respect of the premises of and accommodation at schools (standards in part 5) and must:

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Compliance with regulatory requirements

 provide appropriate facilities for pupils who are ill, in accordance with regulation 5 of the Education (School Premises) Regulations 1999 (paragraph 23(k)).

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Compliance with regulatory requirements

The school does not meet all requirements in respect of the manner in which complaints are to be handled (standards in part 7) and must:

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Compliance with regulatory requirements

 ensure where the parents and carers are not satisfied with the response to a written complaint, make provision for the establishment of a hearing before a panel appointed by the proprietor of at least three people who have not been directly involved in the matters detailed in the complaint (paragraph 25(f))  ensure where there is a panel hearing of a complaint, make provision that one person on the panel is independent of the management and running of the school (paragraph 25(g))  ensure that the procedure allows for parents and carers to attend the panel hearing and, if they wish, to be accompanied (paragraph 25(h))  ensure that the complaints procedure provides for the panel to make findings and recommendations and stipulate that a copy of the findings and recommendations are: - sent by electronic mail or otherwise given to the complainant and, where relevant, the person complained about and - available for inspection on the school premises by the proprietor and the

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Compliance with regulatory requirements

headteacher (paragraph 25(i))  ensure that the procedure provides for written records to be kept of all complaints, indicating whether they were resolved at the preliminary stage or whether they proceeded to a panel hearing (paragraph 25(j)).

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What the school could do to improve further

While not required by regulations, the school might wish to consider the following points for development:

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What the school could do to improve further

 use the available assessment information to track the progress of pupils systematically and use data to inform lesson planning, activities and any additional support.  continue to improve teaching so that it is consistently good or better in all lessons, ensuring that activities and additional adult support lead consistently to pupils making the best possible progress. Independent school standard inspection report Inspection judgements outstanding

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The quality of education

How well the curriculum and other activities meet the range of needs and interests of pupils 

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The quality of education

How effective teaching and assessment are in meeting the full range of pupils’ needs 

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The quality of education

How well pupils make progress in their learning 

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The quality of education

Pupils’ spiritual, moral, social and cultural development Quality of provision for pupils’ spiritual, moral, social and cultural development 

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Welfare, health and safety of pupils

The overall welfare, health and safety of pupils 

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years

Outcomes for children in the Early Years Foundation Stage 

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years

The quality of provision in the Early Years Foundation Stage 

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years

The effectiveness of leadership and management of the Early Years Foundation Stage 

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years

Overall effectiveness of the Early Years Foundation Stage  Independent school standard inspection report

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School details

Type of school Nursery and Pre-Preparatory

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School details

Number on roll (full-time pupils) Boys: 33 Girls: 26 Total: 59

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School details

Number on roll (part-time pupils) Boys: 15 Girls: 18 Total: 33

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School details

Number of children aged 0–3 in registered childcare provision Boys: 6 Girls: 11 Total: 17

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School details

Number of pupils with a statement of special educational needs Boys: 0 Girls: 0 Total: 0

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School details

Annual fees (day pupils) £6,450 – £7,050

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School details

Annual fees (childcare) £ 30 per day - annual fees depend on hours in school

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School details

Address of school Oakhill Farm Froxfield Marlborough Wiltshire SN8 3JT

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School details

Email address steppingstones01@btconnect.com

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School details

Head of Pre-Prep Head of Nursery Sarah Pitt Amanda Britten Independent school standard inspection report

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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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Marlborough, SN8 3JT

Thank you for making us so welcome when we visited your school. We really enjoyed meeting you all and seeing you work and play. Thank you to the school council who met with me and told me all about Stepping Stones.

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Marlborough, SN8 3JT

We judged that Stepping Stones provides a good education. This is because:

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Marlborough, SN8 3JT

 you are making good progress  teaching is good  you learn lots of different things well: reading, writing, mathematics, sports and ballet  your behaviour is excellent; we were very impressed by how well you play together and care for each other  adults care for you well.

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Marlborough, SN8 3JT

We have asked the school to keep improving so that all lessons are as good as the very best and you always learn as much as you can. We also want staff to regularly check how well you are doing.

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Marlborough, SN8 3JT

All of you can help the school by continuing to work hard and behave very well.

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