Stepping Stones Preschool

Inspection of Stepping Stones Preschool Avonway Community Centre, 36 Shaftesbury Street, FORDINGBRIDGE, Hampshire SP6 1JF

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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 Good

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The provision is good

Children are happy, confident, and settled at the welcoming pre-school. Staff greet them warmly on arrival. Staff are kind and gentle in their approach to children. This helps children to feel safe and secure. Children demonstrate that they are happy to attend the pre-school. They initiate conversation with staff and hug them warmly. Staff are attentive to children's needs. They sensitively guide children to follow routines, such as self-registering attendance, and to participate in the activities that have been set up for them to enjoy. These experiences support children to settle and understand rules and procedures.

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The provision is good

Children benefit from valuable experiences to support their knowledge and understanding of their local community. Staff teach children about emergency services. For example, fire officers visit the pre-school and talk to the children about their roles. Children enjoy sitting in the fire engine and using the hosepipe. This experience supports children to learn about people who help us in the community and to broaden their understanding of how to stay safe.

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The provision is good

Children are confident communicators. They initiate conversation and share their ideas for play. Staff recognise the importance of developing children's language skills. They incorporate music and song into daily routines and activities that support children's developing communication and language skills. For example, children enjoy singing while pretending to be little bunnies and repeat new words that staff have modelled. These experiences help children to build a range of vocabulary.

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need to do better?

n Leaders implement effective strategies to promote staff well-being. Leaders ensure that staff have regular opportunities to discuss how they are getting on and any issues they might have. They ensure that staff complete mandatory training and encourage them to seek out training of interest. However, current systems are not robust enough to coach and support less-experienced staff to deliver activities that fully engage children. n Leaders have a well-thought-out curriculum. They know what they want children to learn and be able to do. They understand the importance of sequencing children's learning to help them to make good progress. Leaders place a strong focus on supporting children's developing independence, communication and language, and preparation for their next stage of learning at school. n Leaders support children with special educational needs and/or disabilities well. They work closely with other professionals, such as speech and language

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need to do better?

therapists and portage workers, to develop strategies to support each child to meet their individual targets. Leaders work in partnership with parents to help

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need to do better?

22 February 2024 them to use these strategies at home. This helps to provide children with continuity of care and to help close gaps in their learning and development. n Staff have established secure parent partnerships. Parents comment that they feel very supported by staff and that children make good progress. Leaders accompany parents to school transition meetings and meetings with other professionals. Staff provide regular feedback about children's learning and development. This helps parents to understand the progress that their children are making. n Overall, children behave well and interact positively with staff and each other. However, when children display inappropriate behaviour, staff do not always use consistent strategies to manage this effectively. For example, some children shout and push each other when queueing to wash their hands, and staff remind children to wait quietly. However, when children do not respond, staff do not

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need to do better?

always provide children with clear boundaries. This means that children do not always know what is expected of them. n Staff support children's physical development well. Children benefit from regular opportunities to access fresh air and exercise. Children develop their core strength while using the climbing frame, and develop hand-to-eye coordination during ball games. Staff support children to adopt healthy lifestyles. They use funding to purchase boxes filled with fruit and vegetables to help ensure that all children have access to healthy foods. n Staff support children to be independent. They encourage children to wash and dry their hands, use the toilet, and get their own belongings. Children choose from a variety of resources and activities indoors and outdoors.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n enhance the arrangements to support and coach staff to identify and address minor inconsistencies in the quality of teaching n provide consistent boundaries and strategies for children to help them to understand the expectations for behaviour so they learn the impact that their actions may have on others.

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Setting details

Unique reference number 511673 Local authority Hampshire Inspection number 10317281 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 35 Number of children on roll 23 Name of registered person Stepping Stones Pre School Committee

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reference number

Telephone number 01425653517 Date of previous inspection 16 May 2018

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Information about this early years setting

Stepping Stones Preschool registered in 1997 and is open Monday, Wednesday, Thursday and Friday from 9am to 3pm, during term time only. Children may attend for a half day or a full day. The pre-school receives early education funding for two-, three- and four-year-old children. There are nine members of staff working with the children. Of these, eight members of staff hold relevant qualifications at level 3 and one member of staff is an apprentice.

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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 her evaluation of the pre-school. n The manager and the inspector completed a learning walk together to discuss how the provider supports children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The manager evaluated children's learning during activities with the inspector. n The inspector viewed a sample of key documentation. n Parents shared their views of the provision with the inspector.

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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

22 February 2024 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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