Stepping Stones Community Organisation & Pre-school

Inspection of Stepping Stones Community Organisation & Pre-school 75-77 Raymond Street, Hanley, STOKE-ON-TRENT ST1 4DP

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Overall effectiveness Outstanding

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

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The provision is outstanding

Children are exceptionally well cared for in this safe and stimulating environment. Staff greet them warmly when they arrive, and they settle very quickly. Children and staff develop close, caring relationships. The committed manager and staff share the highest expectations and aspirations for all children. The exceptionally well-designed curriculum helps all children, including those with special educational needs and/or disabilities (SEND), to continuously acquire knowledge and skills. Consequently, they make rapid progress from their individual starting points. Activities are planned at precisely the right level for children's age and stage of development. Children become incredibly absorbed in their learning and sustain their concentration for prolonged periods. For example, they make pizza out of wooden blocks, discussing in detail using ambitious vocabulary the toppings needed and giving a full commentary on what they are doing and why.

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The provision is outstanding

Staff establish clear routines and teach children how to behave well. As a result, the way children conduct themselves is exemplary. They learn and play collaboratively, showing respect and care to one another. When disputes arise, children are able to solve these themselves with limited adult intervention. Children show high levels of resilience; they keep on trying hard even when they find things difficult.

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need to do better?

n The dedicated and enthusiastic manager works closely with the deputy manager to ensure that the needs of children, their families and staff are met. They live out their vision of being at the heart of the community they serve. They successfully complete regular evaluations of the setting and consistently make targeted, research-based changes to improve practice. One-to-one coaching with staff supports their well-being and identifies any learning needs. Staff are happy and feel extremely well supported and valued. n Staff waste no time in getting to know children and their families. They work closely with parents to find out about each child's needs and interests. Leaders ensure that they have the right knowledge to understand and support the diverse range of communities they serve. They keep parents well informed of children's learning and next steps. This empowers families to support their child at home. Parents are overwhelmingly positive. They say, 'The staff go above and

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need to do better?

beyond to provide a nurturing home from home.' n Communication and language are supported exceptionally well. Children are immersed in literacy at every opportunity. Staff ask relevant questions and use ambitious vocabulary that children repeat and use within their independent play. n Children become confident and competent individuals during their time in pre- school. Children invite and immerse inspectors into the activities on offer. From

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need to do better?

16 July 2024 the sheer joy of investigating sand, pouring and digging, to the intense study of magnetic materials, learning is everywhere. Adults know when to lean in and engage and, just as importantly, they know when to stand back and observe. n Staff identify any gaps in learning and put in place well-targeted support. They monitor the impact of support and adapt this if needed. Staff work with other agencies to ensure that children and families receive the support they need in the quickest time possible. n Children gain excellent physical skills. They thoroughly enjoy practising and developing these, including balancing and jumping, in the very well-resourced and planned outdoor and indoor areas. n Children benefit from established, comprehensive healthy routines. They eat appetising, nutritious meals and snacks. Staff develop children's knowledge and understanding of the importance of eating a healthy diet extremely well.

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need to do better?

n Staff teach children about difference in highly effective ways. Parents from different cultures come into the pre-school to share their traditions and national dishes. Staff discuss and help children to learn about a very wide range of religious and cultural festivals. n All children use good manners without prompting and show respect for their peers and for adults. Children are taught to help each other from an early age and to share toys. They learn to manage their emotions and deal with challenge. n Staff provide a vast array of experiences for children and their families to get involved with to understand the diverse world around them. For instance, they visit a local farm with parents, a soft-play centre and local places of worship.

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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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Setting details

Unique reference number EY439671 Local authority Stoke-on-Trent Inspection number 10357053 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 Full day care

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inspection

Total number of places 30 Number of children on roll 31

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Name of registered person

Stepping Stones Community Organisation Committee

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reference number

Telephone number 01782 4999 49 Date of previous inspection 13 December 2018

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Information about this early years setting

Stepping Stones Community Organisation & Pre-school registered in 2012 and is located in Stoke-on-Trent. The pre-school employs nine members of childcare staff. Of these, one has qualified teacher status, three hold appropriate early years qualifications at level 3 and three hold an appropriate early years qualification at level 2. The pre-school opens from Monday to Thursday during term time only, from 9am until 3pm. 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 pre-school 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 inspector viewed the provision and discussed the safety and suitability of the premises. n The deputy manager, manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Children spoke to, or communicated with, the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning.

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Inspection activities

n The inspector carried out joint observations of group activities with the deputy manager. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in 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

16 July 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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