The Step Up Pre-School

Inspection of The Step Up Pre-School The Bungalow, Hook C of E Primary School, Garth Lane, Hook, Goole DN14 5NW

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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 Not applicable

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The provision is good

Children are excited to attend this pre-school. From the moment they arrive they are busy exploring and playing with their friends. Children demonstrate much happiness as they play together. They cooperate and show great consideration for others. For example, they willingly share modelling materials and tools, so everyone has enough. Children spontaneously hold hands with each other as they walk over to school for lunch.

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The provision is good

Staff are really fantastic role models. They are calm and nurturing as they interact with children. They show a genuine interest when children talk to them about their thoughts and ideas. Staff respond positively so children know what they say is valued. This strongly supports children's self-esteem and confidence to express their views.

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The provision is good

Leaders have constructed a broad and exciting curriculum. They are ambitious for every child to develop the key skills and knowledge that support them now and in the future. Children are highly motivated to learn and make good progress over time.

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The provision is good

Staff place a high priority on children's safety and welfare. For example, they sensitively remind children to be aware of others when playing energetic games. Children are always very well supervised by staff and follow their instructions well.

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need to do better?

n Children become increasingly independent over time. They confidently locate and use the resources they want and become very involved in their self-chosen activities. Children show much perseverance when trying to master new skills, such as learning to jump over obstacles. Staff offer just the right level of support to help children succeed. Children show much satisfaction as they manage to clear the obstacles and land safely. n Staff provide different media for children to explore in their chosen ways. Children experiment with paint, using their hands and tools to create pictures. They create models with both natural and man-made resources, using and adapting their own ideas. Children learn to use their imaginations and express their ideas in creative ways. n Staff are extremely skilled at supporting children with special educational needs and/or disabilities. They work closely with parents and professionals to ensure

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need to do better?

children have high-quality, bespoke learning plans. Staff fully involve children in the curriculum. Consequently, children continue to be excited to learn and make progress. n Parents highly value the role of the pre-school as part of their local community.

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need to do better?

18 June 2024 They say that staff 'go the extra mile' to support children and their families. They describe how the staff successfully enhance children's learning, especially in their language and social skills. Parents know their children really enjoy their time at pre-school and say they are eager to attend. n Children begin to understand how nature survives and flourishes. They learn that plants need regular watering to grow and thrive. Children carefully observe eggs hatching into ducklings. They know that the eggs need to be kept warm to hatch successfully. Children are very proud of their ducklings. They name them 'Flash' and 'Shelly' and tell visitors, 'You must not put your fingers in their cage'. n Staff use stories and props very effectively to support children's emotional development. Children learn the words that allow them to articulate how they feel. Staff teach children ways to help them feel calm, such as breathing

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need to do better?

exercises. Children learn ways to manage their feelings. They begin to identify the cues that show how others may feel. n Leaders have excellent partnerships with the host school and other local settings. They share important information, for example, when children are getting ready to make the move to school. This means that schools are ready to support children's continued care and learning needs. n The pre-school has undergone a number of changes in staffing recently. Pre- school leaders have taken on these challenges with determination and integrity. They have worked tirelessly to build a cohesive and committed staff team, who put children at the heart of everything. Leaders acknowledge their current priority is to develop the skills and knowledge of staff, to further enhance children's learning.

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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 identify ways to further develop staff's knowledge and skills and support their professional development to extend children's learning even further.

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Setting details

Unique reference number 2660365 Local authority East Riding of Yorkshire Inspection number 10347113 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

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inspection

Total number of places 22 Number of children on roll 28 Name of registered person The Step Up Pre-School CIO

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reference number

Telephone number 01405 766953 Date of previous inspection Not applicable

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Information about this early years setting

Step Up Pre-School registered in 2022. It operates Monday to Friday, term time only. Sessions are from 8am to 3.30pm. The pre-school runs a breakfast club for the host school. There are seven members of childcare staff, of whom six are qualified at level 2 and above. The manager holds a relevant childcare qualification at level 5. The pre-school provides funded early education for two-, three- and four-year-old children.

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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 pre-school manager and has taken that into account in her evaluation of the pre- school. n The inspector spoke to parents during the inspection and took account of their views. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n The inspector spoke to staff and children at appropriate times during the inspection. n The inspector observed the interactions between the staff and children. n The inspector viewed the provision and discussed the safety and suitability of the premises.

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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

18 June 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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