Stepping Stones

Stepping Stones Stanley Peters Junior & Infant School, Lake Lock Road, Stanley, WAKEFIELD, West Yorkshire WF3 4HS

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Inspection date 3 October 2018 Previous inspection date 19 February 2016

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n Leaders and managers work well with other early professionals, including at local schools. They attend transition meetings and share information about children who are joining the school. This helps to support children in their move from one setting to another. n Parents comment on how much their children like attending and how quickly their confidence has developed. Parents speak highly of the staff's caring attitude and their commitment to children's well-being. n Children are proud of their work and use their imaginations well. They eagerly talk about a space rocket they have drawn. The conversation evolves into an invitation to join them on a visit into space to see the moon. n Staff make accurate assessments of children's learning and development. For example, they use photographs, written observations and the progress checks at age two to evidence the progress children are making.

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It is not yet outstanding because:

n In their eagerness to reassure children new to the setting, managers sometimes intervene too quickly before the key person has time to offer comfort to the child themselves. This slows down the process for helping children to establish a strong bond with their assigned key person. n The planning of adult-led activities does not consistently consider the different capabilities of the children present within a group. This means that, occasionally, some children are not challenged enough to help them make more rapid 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

n find ways to further support key persons as they work to establish strong bonds with their assigned children n help staff refine the planning of adult-led activities so that every child has the opportunity to make rapid progress.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n The inspector evaluated a planned activity with the manager. n The inspector held a meeting with the manager and registered individual. She looked at relevant documentation, and evidence of the suitability of staff working in the setting. n The inspector spoke with parents and took account of their views. n The inspector spoke with the children and staff at appropriate times during the inspection.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. Staff are familiar with the possible signs and symptoms of abuse and neglect. They understand the procedures they must implement to help protect children and keep them safe. Recruitment procedures are robust and are used to help check the suitability of adults applying to work with children. There is a thorough induction process that includes information about health & safety, individual roles and responsibilities and safeguarding. Staff have regular meetings to discuss their personal development needs. Leaders and managers evaluate the setting and identify areas to improve. For example, the introduction of a music wall and large physical equipment has increased the opportunities for children to explore music and develop their large physical skills.

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Quality of teaching, learning and assessment is good

Management makes good use of extra funding to help children with their mathematical development. For example, they have purchased sorting bears, threading games and a peg board activity to encourage children to count and identify size. Staff provide verbal feedback to parents about their children's progress, and offer ideas about how parents can contribute to their children's learning at home. Staff use questions to challenge children and encourage them to work things out for themselves. For example, children compare empty and full teapots when asked to identify which is the heaviest. Children stick feathers on paper, name the colours and talk about the special person they are making it for. After learning about hedgehogs, children make some out of clay and straw.

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Personal development, behaviour and welfare are good

Children are settled and happy. They are well behaved, courteous and polite to each other. Children learn to share and take turns with the sensitive support of staff. They enjoy an environment that they find interesting and motivating. Children quickly grow in confidence and begin to make their own decisions about what they want to do. For example, when staff invite them to join another activity they say no, and explain they want to finish what they have started. Children refine their balancing skills as they climb onto large tyres, walk along them and jump off, landing steadily on their feet. Children serve themselves at lunchtime and help themselves to drinks.

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Outcomes for children are good

Staff identify gaps in children's development and work with management to obtain and provide the extra support they need. As a result, gaps in children's learning, such as their mathematical and physical development, are steadily closing. Children leave the setting with the skills they need for the next step in their education, such as school. Children use numbers in their play. They count out loud and point to numbers they recognise that are personal to them, such as the number reflecting their age. Children are confident communicators and good listeners. They use their imaginations well and are eager to explore the many opportunities on offer.

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Setting details

Unique reference number EY479376 Local authority Wakefield Inspection number 10076149 Type of provision Full day care

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childcare on non-domestic premises Age range of children 2 - 11 Total number of places 38 Number of children on roll 100 Name of registered person Dobson, Claire Louise

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reference number

Date of previous inspection 19 February 2016 Telephone number 01924 835353

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reference number

Stepping Stones registered in 2014. The nursery opens Monday to Friday, from 7am until 6pm, all year round, except for one week between Christmas and the New Year. It provides funded education for two- and three-year-old children. The nursery employs nine members of staff, of whom four hold appropriate early years qualifications at level 3 and above.

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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.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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