Stepping Stone Pre School (Knebworth)

Inspection of Stepping Stone Pre School (Knebworth) The Sporting Pavillion, Knebworth Recreation Ground, Off Watton Road, Knebworth SG3 6AH

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children have a thoroughly enjoyable time while at pre-school. They develop strong bonds with staff and demonstrate that they feel emotionally safe and secure. Staff provide children with positive praise to build their self-esteem. Children make firm friendships with other children and behave well. They learn practical life skills, such as preparing their snacks and tidying away their toys.

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The provision is good

Children listen attentively to stories and eagerly speculate about the characters and what happens next. Staff offer children innovative experiences, such as the 'curiosity corner', where children can explore unusual objects. Staff encourage children to investigate different materials, such as cornflour and water, which leads to much fun and laughter. Children use numbers with confidence. They count out loud as they build with blocks and sort toys into size, shape and colour.

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The provision is good

Staff use repetitive themes to help children consolidate their learning. For example, children count the days of the week and remember what the date was yesterday. Staff set out plentiful resources and activities for children. They have a good understanding of children's individual interests, which helps them to tailor activities to meet children's learning needs.

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need to do better?

n Staff know the children well and understand their individual interests and learning styles. They make regular assessments of children's achievements and use their knowledge effectively to plan activities that promote children's good progress. Staff skilfully adapt activities to enable children with different abilities to learn at their own pace. n Children experience varied physical activities that enhance their health and well- being. They play energetically outdoors, learn yoga and dance to music. Staff positively promote children's understanding of healthy eating. They discuss healthy food choices with children and provide nutritious snacks. n Staff successfully focus on ways that help children to acquire new language and extend their vocabulary. They engage children in wide-ranging conversations. For example, they encourage children to talk about their holiday experiences. Older children learn the letters of their names and the sounds that go with them.

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need to do better?

This helps them to prepare for the next stage of their education. n Children demonstrate a good understanding of how to share and take turns. They use tools, such as timers, to decide who goes next with a favourite toy. Staff encourage polite behaviour through their own warm and friendly interactions. n Children with special educational needs and/or disabilities benefit from strong support. Staff undertake additional training, such as behaviour management,

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need to do better?

9 September 2019 and work well with parents to include children in the activities. Managers carefully assess children's needs so any extra funding can be spent wisely. n Parents speak highly of the pre-school and the staff. They say staff gather detailed information about their children, which helps them to settle quickly. Parents value home visits and the regular meetings they have with their children's key person. n Managers and staff work well together to plan and provide successfully for children's development and well-being. They undertake reading and research to enhance their teaching skills. The management committee has a good overview of the pre-school and provides effective support. Regular meetings enable staff to share their ideas and enhance their practice. n Staff do not make the most of opportunities to help children to broaden their understanding of the wider community around them or each other's diverse

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need to do better?

cultures and lifestyles. n While staff help children develop independence in practical skills, they do not always consider how they can inspire children to think creatively about what they want to do and how they can achieve their aims.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers and staff have a good understanding of their responsibility to keep children safe. They regularly update their knowledge of wider aspects of safeguarding, such as the 'Prevent' duty. The manager follows thorough recruitment procedures and reviews the ongoing suitability to staff. There are clear procedures to follow if allegations are made against members of staff. All this helps to keep children safe from harm.

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should:

n enhance children's understanding of the wider community and each other's diverse cultures and lifestyles n provide children with greater opportunities to think creatively about their activities and consider how they can achieve their aims.

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Setting details

Unique reference number EY452006 Local authority Hertfordshire Inspection number 10121819 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Sessional day care Age range of children 2 to 4 Total number of places 24 Number of children on roll 25

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Name of registered person

Stepping Stone Pre-School Knebworth Committee

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reference number

Telephone number 01438 813070 Date of previous inspection 25 October 2012

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Information about this early years setting

Stepping Stone Pre School (Knebworth) re-registered in 2012 but has been established since 1992. The pre-school employs seven members of childcare staff, including the manager. Of these, five have relevant qualifications at level 3. The nursery opens Monday to Friday from 8.30am until 3.30pm during school term time. It provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector carried out a joint evaluation of a planned activity with the manager. She observed children and staff to assess the quality of teaching, and the impact this has on children's learning. n The inspector looked at all areas of the building used by the children and the resources available to them. She spoke with staff, children and parents during the inspection. n The inspector sampled documents, including children's records, evidence of the suitability of staff and their qualifications. She spoke with two members of the management committee about their overview of the pre-school.

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Inspection activities

We carried out this inspection 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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Inspection activities

9 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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