Giant Steps At River Bourne Farm

Giant Steps At River Bourne Farm River Bourne Community Farm, Cow Lane, Salisbury SP1 2SR

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Inspection date 10 October 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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 Staff interact well with children. Those in the pre-school room encourage older children to develop the skills they need for their move on to school, such as independence and confidence. n Children make good progress. The manager monitors any emerging gaps closely to ensure these are swiftly closed, so children are ready for the next steps in their learning. n Children have good opportunities to learn about the natural world. For example, they enjoy regular outings around the farm area with staff. Children enjoy brushing the goats, and seeing newborn piglets. n The manager ensures staff have a secure knowledge of safeguarding matters and how to keep children safe. They know what action to take if they are concerned about a child's welfare. The premises are safe and secure, and staff help children learn to keep themselves safe.

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It is not yet outstanding because:

n Opportunities for staff's ongoing professional development are not as strong as they could be, resulting in some minor weaknesses in the quality of teaching. n At times, in the baby/toddler room, the youngest children, including those who are settling in do not have a space that is quiet.

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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 provide more opportunities for staff's ongoing professional development to extend their skills and continually raise the standard of teaching n review and improve the indoor environment for babies and toddlers, for those children who wish to play quietly and for those who are settling in to the setting.

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What the setting needs to do to improve further

Inspection activities n The inspector spoke with staff, children and parents at appropriate times throughout the inspection. n The inspector sampled a range of documentation, including key policies, evidence of staff suitability, actions plans and children's development records. n The inspector held a meeting with the manager to discuss staff supervision, training, safeguarding matters and daily practice. n The inspector and the manager observed a planned activity together and discussed their findings. n The inspector observed children's learning and development and engagement during their play and adult-led activities.

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Effectiveness of leadership and management is good

The manager and staff have a shared enthusiasm for providing good-quality care and education for the children. The manager supports her staff well, providing regular staff meetings, one-to-one performance management sessions and an open door policy. Staff feel well supported. Safeguarding is effective. All staff have attended safeguarding training and have a confident knowledge of the correct procedures to follow if they have any child protection concerns. The manager monitors staff practice well and works closely with her team to observe and assess children's progress. The team continually assesses the strengths and weaknesses of the setting and uses their findings to create action plans for ongoing improvements. For example, they have developed and improved the garden to provide better learning opportunities for children who learn best outdoors. Partnerships with parents are strong. Staff provide regular information about their child's

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Effectiveness of leadership and management is good

progress and request updates of any achievements at home. Staff use this information to adapt their planning and tailor it to each child's changing needs. The manager and staff work closely with other professionals and local schools to support children who need additional help and for those moving on to school.

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Quality of teaching, learning and assessment is good

Staff are sensitive to children's varied learning styles. They make regular observations and use these, with information from parents, to plan well for each child's next steps in learning, based on their interests. Pre-school children enjoy simple French lessons, singing songs and playing games. The youngest children have good opportunities to use their senses to explore and investigate. For example, they scoop and pour coloured rice, mould and cut dough and pour pretend cups of tea, using tea infused water play. Staff know when to lead children's play, or when to stand back and encourage independent learning. Staff encourage children's love of books and stories from an early age. The youngest children enjoy listening to stories, eagerly pointing at the pictures and repeating familiar lines. Older children are encouraged to think for themselves. For example, they find clues to discover who is hiding under the parachute.

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Personal development, behaviour and welfare are good

Staff are good role models for children's behaviour. Toddlers are caring and sensitive to their younger friends. For example, they gently stroke a baby's face and find a blanket for them to hold. Older children are polite and well mannered, saying please and thank you at lunchtime, for example, and passing the water to their friends. Children of all ages are encouraged to be independent. Pre-school children confidently put on their outdoor shoes alone, and those who struggle are helped by staff or the most able children.

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Outcomes for children are good

Children of all ages are well prepared for the next stage of their learning, including their move on to school. Babies and toddlers play well together and learn to share and take turns. They are confident and settled, moving freely between indoors and outdoors, developing good physical skills and independence. Older children are learning to recognise simple words and count with confidence.

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Setting details

Unique reference number EY536332 Local authority Wiltshire Inspection number 10067370 Type of provision Full day care

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childcare on non-domestic premises Age range of children 1 - 4 Total number of places 32 Number of children on roll 70 Name of registered person Giant Steps (Yexley) Limited

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reference number

Date of previous inspection Not applicable Telephone number 01725 511138

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reference number

Giant Steps At River Bourne Valley registered in 2016. It operates from two rooms in a porta cabin set in the grounds of a community farm in Salisbury. The provision opens Monday to Friday, for 51 weeks a year, from 8am to 6pm. The setting provides early education funding for children aged two, three and four years. A total of 10 staff work directly with the children, including the manager. Of these, eight hold qualifications at from level 2 to 3 and the manager holds a foundation degree in early years.

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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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reference number

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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