Stepping Stones Pre-School

Inspection of Stepping Stones Pre- School Meadway School, Dunsfold Road, Tilehurst, Reading, Berkshire RG30 4NP

p.1

Overall effectiveness Good

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

p.1

The provision is good

Children learn about Chinese culture and New Year celebrations. They have fun exploring chopsticks, food and dressing up in traditional Chinese clothes. These activities teach children about the similarities and differences between themselves and others. Children feel safe. They are confident to approach staff at the pre- school for help and reassurance. They explore plenty of fun activities inside the pre-school. Children take turns pretending to be a shopkeeper. They pack their shopping into bags and then pay for it. Staff help children to learn new words, such as 'squash' and 'sweet potato.' Children learn to take turns during their games. Staff encourage the use of sand timers to help children share when certain toys and games are popular.

p.2

The provision is good

Specially trained staff support children with special educational needs and/or disabilities (SEND). Children enjoy an accessible room, which helps them to explore their senses and learn to communicate their needs. For example, children use picture timetables and exchange pictures with staff to communicate what they would like to do next. Children enjoy activities that encourage them to explore a range of fun items in a bucket. These activities are shared with parents to extend children's learning when they go home. Children form close bonds with staff. Staff make sure that all children integrate at the nursery and develop skills from carefully planned activities.

p.2

need to do better?

n Managers and staff are extremely knowledgeable about the needs of the children and their local community. They work closely with a range of local services to make sure all children have the support they need. Children make good progress in their learning and development. n Managers have addressed previous recommendations and arranged bespoke training for staff. The whole team has developed its knowledge of teaching early mathematics. Members of the team also completed training to develop their communication with younger children. Managers regularly observe staff practice and support staff to develop their teaching skills. n Children are encouraged to develop a wide range of independence skills to help them prepare for school. For example, they hang up their own coats and learn to recognise their names on the pegs as they arrive each day. Younger children learn to wash up their plates after lunch and help to tidy up their playroom.

p.2

need to do better?

n Overall, children are engaged in activities and benefit from the learning opportunities planned for them indoors. However, sometimes, the organisation of activities throughout the day results in lots of children sharing the same space. At times, this can become noisy, and some children struggle to concentrate on planned tasks. This does not enable some children to benefit

p.2

need to do better?

25 January 2023 from the planned learning intentions. n Staff assess what children know and can do. They identify areas where children need extra help and then plan activities to support children to fill gaps in their learning. For example, staff plan physical activities for children who need to develop their balance and coordination. They also plan many opportunities for children to learn how to share and take turns. n Children enjoy the opportunity to sit together at mealtimes. Staff develop conversations and join children to eat their lunch. However, some children are not eating food that is sufficiently nutritious. This does not give them the best opportunities to be healthy and develop an understanding of healthy lifestyles. n Managers use funding to make sure that all children have equal opportunities to go on trips and gain experiences that develop their understanding of the natural world. They organise expert help for children who need extra support with their

p.2

need to do better?

communication and language. Managers make sure that staff are trained to implement communication strategies, helping children to express their needs. n Children have daily opportunities to get fresh air and exercise outdoors. They develop their balance and coordination by climbing on equipment and using ride- on toys to move around the garden area. n Parents speak highly of the support given to their children. They are enthusiastic to join the committee and contribute to plans for their children's learning. Management feel well supported by the committee. They look forward to planned events, which will help form closer partnerships with parents and enhance children's learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Parents report that their children feel safe and secure at the setting. Staff all know who to report concerns to if they are worried about a child's welfare. They undertake regular training to develop their knowledge about the many ways they can keep children safe. All staff describe a range of indicators that would give them concerns about a child. Managers quickly follow up any non-attendance to check on children's welfare. Staff supervise children closely and ensure they complete headcounts during garden play to ensure children's safety.

p.3

should:

n review the organisation of resources and group opportunities, indoors and outdoors, to support children to concentrate and engage further with their learning n consider further ways to work in partnership with parents to support children to eat a nutritious diet and develop healthy lifestyles.

p.3

Setting details

Unique reference number EY275967 Local authority Reading Inspection number 10234768 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.4

inspection

Total number of places 60 Number of children on roll 60 Name of registered person Stepping Stones Pre-School Committee

p.4

reference number

Telephone number 01189429492 Date of previous inspection 10 March 2017

p.4

Information about this early years setting

Stepping Stones Pre-School registered in 2001. It is located in Tilehurst, Reading. The pre-school is open term time only, Monday to Friday, from 8.45am until 11.45am for three- and four-year olds. The pre-school provides services for two- year olds on Monday to Friday, from midday to 3pm, and offers all-day spaces for three- and four-year olds from 8.45am to 2.45pm. There is a lunch club from Monday to Friday, 11.45am to 12.45pm. The pre-school is in receipt of funding for the provision of free early education for children aged two, three and four years. The setting employs 13 staff, 11 of whom hold appropriate early years qualifications at levels 2 and 3.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The managers and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The special educational needs coordinators spoke to the inspector about how they support children with SEND. n The inspector assessed staff's understanding of how to keep children safe. n The inspector carried out joint observations of group activities with the manager. n The inspector spoke to several parents during the inspection and took account of their views.

p.5

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.

p.5

Inspection activities

25 January 2023 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.

p.5

Inspection activities

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 .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6