Stepping Stone Pre School (Knebworth)

Inspection of Stepping Stone Pre School (Knebworth) The Sporting Pavillion, Knebworth Recreation Ground, Off Watton Road, Knebworth SG3 6AH

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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 at this pre-school happy and eager to start their day. They confidently wave goodbye as they walk through the gates independently. Children recognise their own pegs, hang up their bags and change their shoes. Staff warmly welcome children, providing hugs, praise and support where needed, asking after siblings and other family members.

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The provision is good

Staff provide a wide range of purposeful activities for children to explore, play and learn. Children make independent choices, such as designing school uniforms with a variety of materials or constructing houses using shared resources. Others choose to spend time in the 'reading nook', selecting books to enjoy with attentive staff.

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The provision is good

The setting has a well-structured curriculum that supports children's physical development effectively. Children strengthen their core muscles during weekly sensory music-and-movement sessions. They laugh and smile as they use voile scarves to catch bubbles. Staff repeat these activities between sessions to reinforce learning. Staff have a good understanding of the importance of fine motor skills and hand-eye coordination to prepare children for writing. They provide opportunities to hammer wooden pegs into slots, encouraging precision, and for children to strengthen their hand muscles by squashing and squeezing play dough.

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The provision is good

Older children benefit from activities supporting their transition to school. Photos of local school logos and school uniforms are displayed, and children have their own photos next to the school they will be attending.

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need to do better?

n Staff know their key children well. They understand what the children already know and what they need to learn next on their educational journey. They plan activities that their children will enjoy and know how each opportunity supports them towards their next steps. However, staff are not always clear on exactly what they want children to learn from the opportunities that are being provided outside. As a result, children quickly lose interest in the activity and move on to something else. n Interactions between staff and children are positive, purposeful and encourage children to consider the impact of their words. For example, when children discuss whether boys can play with a dolls' house, staff remind them that 'all of the toys are for everyone, boys and girls', challenging stereotypes. Staff carefully give the children examples of inclusive games that they can all play together then encourage them to join in at the dolls' house.

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need to do better?

n Children generally behave well. Staff understand children's individual needs and recognise that transitions can be difficult for some. Staff have a number of daily

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need to do better?

23 June 2025 routines in place and use various strategies, such as timers and timely warnings, to support and manage behaviour during transitions. However, these are not always applied consistently, and behaviour management sometimes distracts from learning. n All children, including children with special educational needs and/or disabilities, those from disadvantaged backgrounds and those in receipt of additional funding, make strong progress from their starting points. Staff work closely with parents, external agencies and advisors to provide the support each child needs to achieve the best possible outcomes. n The children speak positively about their time at the setting. They say they 'really like coming to school' and that 'school is fun', which reflects the engaging nature of the activities staff plan for them. n Parents are very complimentary about the care and education that their children receive at the setting. They feel well informed about their child's development

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need to do better?

and know what their child needs to do next. They enjoy getting the regular updates on the online platform and seeing what their child is doing at the setting. Parents really appreciate the open-door policy of the setting and know that they can speak to staff if they have any concerns. They highlight the 'family feel' of the setting and describe staff as extended family. n Leaders know their staff really well. They provide thorough induction for new staff and maintain regular supervision, appraisals and staff meetings. Staff feel valued, very well supported and appreciate the strong team ethos.

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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 review and improve daily routines and transitions, so children remain consistently focused and engaged in their learning n review the organisation and planning for outdoor activities to maximise children's learning when they are outdoors.

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Setting details

Unique reference number EY452006 Local authority Hertfordshire Inspection number 10394489 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 26 Number of children on roll 33

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Name of registered person

Stepping Stone Pre-School Knebworth Committee

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reference number

Telephone number 01438 813070 Date of previous inspection 9 September 2019

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Information about this early years setting

Stepping Stone Pre School (Knebworth) re-registered in 2012 but has been established since 1992. The pre-school employs five members of childcare staff, including the manager. Of these, three have relevant qualifications at level 3. The nursery opens Monday to Friday, from 8.30am until 3.30pm, during school term time. It provides funded early education for all eligible children.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. 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. n The inspector spoke to members of staff during the observation. n Children spoke with the inspector during the inspection. n The inspector carried out a joint observation with the manager. n Staff spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector spoke to parents and grandparents during the inspection and took into account their views. n The inspector observed the interactions between staff and the children. n The inspector looked at relevant documentation and reviewed evidence of the suitability of the staff working in the setting.

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Inspection activities

n The inspector spoke with the manager about the leadership and management of the setting. n The inspector spoke with the chair of the committee 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

23 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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