Binstead Stepping Stones Pre-School

Inspection of Binstead Stepping Stones Pre-School Binstead Cp School, Hazlemere Avenue, RYDE, Isle of Wight PO33 3SA

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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 arrive happy and confident to start their day at this welcoming and homely pre-school. They confidently leave their parents and quickly immerse themselves in their chosen play. For example, children enjoy looking at books and completing puzzles with their friends. Children demonstrate strong attachments and relationships with nurturing staff, who know them very well. They proudly show staff their creations and invite them to join in with their play. Staff take the time to praise children for their achievements, helping them to feel proud of themselves. This helps children to feel safe, secure and have a sense of belonging.

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The provision is good

Staff plan a wide range of activities and experiences that capture children's curiosities and interests. For example, they enjoy exploring a range of natural resources, such as lentils and rice. Children delight in making 'volcanoes' and 'mountains' as they scoop mounds of rice into heaps, using their hands and utensils. Staff skilfully extend children's language by introducing new words and their meanings, such as 'lava' and 'erupt'. This helps to support children's fine motor skills, creativity and language development. Overall, children behave well. Staff use daily routines to encourage children to share, take turns and use good manners.

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need to do better?

n Children benefit from a broad and well-planned curriculum, that covers all areas of learning. Staff plan activities and experiences that they base upon children's interests and what they need to learn next. Staff quickly identify children who may need additional support and put effective targets in place, working closely with parents and other professionals. Staff use additional funding appropriately. For instance, they purchase resources and activities to support children's specific needs. This helps all children, including those with special educational needs and/or disabilities (SEND) to make good progress from their starting points. n The provider and staff are committed to evaluating the quality of the provision. For example, they use effective monitoring and assessments to adapt the environment to help children make good progress in their learning. Staff receive regular supervision sessions, where they discuss professional development and

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need to do better?

their well-being. As a result, staff feel well supported and work very effectively as a team. This reflects positively on the care and education that children receive. n Generally, staff support children to engage well in meaningful learning. For example, children show good levels of engagement in the activities that interest them, such as planting seeds and watching them grow. However, at times, staff do not plan focused group times well enough to fully support all children's continued involvement, attention and learning. This leads to some children not

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need to do better?

11 June 2025 gaining the full experience of the intended learning. n Staff support children to develop their physical skills well. Children are provided with lots of fun and exciting activities to help strengthen their small muscles in their hands. For example, they squeeze tweezers together to pick up small objects and scoop lentils into different containers. In addition, children develop their core strength as they ride on tricycles and balance on tyres in the garden. These opportunities help to build on the muscles children need, in preparation for early writing skills. n Staff are positive role models. For example, they use gentle reminders with children as they play, such as encouraging them to be kind to each other and share resources. When minor conflict occurs, staff are quick to respond. However, they are not consistent in helping children to acknowledge the feelings of other children involved. This means that children do not always understand

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need to do better?

the impact of their behaviour has on others. n Staff work in partnership with parents well. When children first start, staff gather key information from parents and offer plenty of settling in sessions. This helps to build strong relationships. Parents are highly complimentary about the pre- school and the friendly staff team. They comment about their children's good progress, particularly in their communication and language skills. The arrangements for transitions to school is smooth. For example, staff invite teachers into the pre-school and discuss how to best support all children, including those with SEND.

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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 support staff to deliver activities more effectively, so all children benefit from the learning experiences and maintain engagement n build on staff's knowledge of behaviour management strategies to help children to understand the impact of their behaviour has on others.

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Setting details

Unique reference number EY368896 Local authority Isle of Wight Inspection number 10400061 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 35 Number of children on roll 23 Name of registered person Balmer, Alison

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Telephone number

Date of previous inspection 31 March 2022

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Information about this early years setting

Binstead Stepping Stones Pre-School registered in 2008. The pre-school employs three members of staff, all of whom hold appropriate early years qualifications at level 3 or above. The pre-school operates from Binstead Primary school on the Isle of Wight. The pre-school is open from 9am to 3pm Monday to Friday, term time only. The pre-school provides funded early years education for two-, three- and four-year-old children.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Children spoke 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 manager and the inspector carried out a joint observation during a group activity. n The inspector spoke with the manager about the leadership and management of the setting.

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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

11 June 2025 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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