Millom Stepping Stones

Inspection of Millom Stepping Stones Millom Pre-School Playgroup, St. Georges Road, MILLOM, Cumbria LA18 4LE

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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

This setting places the needs of children at the heart of its provision. Staff take time to understand children's unique needs, interests and characters. For example, staff in the baby room try to follow children's sleep routines from home, as much as possible, to help children feel secure and happy. Staff are positive role models and quickly offer a reassuring hug if children are a little unsettled. Staff consider children's emotional well-being throughout the setting. As children move through different rooms, key persons accompany them and help them to settle and get used to their new surroundings. Children are active learners and independently access resources as they play. Children demonstrate they are settled and secure.

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The provision is good

Staff offer a wide range of learning opportunities and promote children's independence throughout the curriculum. For example, at snack time babies use covered cups, children in the toddler room use small open topped cups, while children in pre-school pour their own drinks. Staff support children's growing independence and celebrate their achievements. They give gentle behaviour reminders to children and help them to understand their feelings and emotions. Children enjoy learning and make good progress in this setting.

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need to do better?

n Staff have developed an interesting curriculum, which has clear intent for every child as they move through the setting. Learning is sequenced so that children build and establish their skills over time. Children in the toddler room enjoy making marks and using paint, while older children enjoy using a whiteboard as they attempt to form different letters. This sequenced approach allows children to be confident in their skills so that they can apply them in different areas of learning. n All areas of learning are promoted well. Staff support children's communication and language skills through providing a running commentary, sharing new vocabulary and asking questions. Children in the baby room develop their core strength and physical skills as they negotiate steps. However, opportunities to explore mathematics in an age and stage appropriate way are less consistent. This does not support children to develop a secure knowledge of mathematical

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need to do better?

concepts. n Children with special educational needs and/or disabilities (SEND) are supported extremely well. Staff are quick to identify any gaps in learning and work well with other professionals to meet children's individual needs. Staff support children as they leave for school by making a photo book of their new environment and visiting the school with children. This helps children to feel comfortable in their new environment and supports them to make good progress.

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need to do better?

23 July 2025 n Healthy lifestyles are promoted in the setting. Children enjoy a wide menu, which caters for their individual dietary needs. Older children enjoy using knives, under supervision, to cut up their own fresh fruit for snack. Children have recently explored 'Healthy June', which has allowed them to consider the benefits of exercise and learn about good oral health. n Children are developing an awareness of inclusion and diversity. They enjoy outings in the local environment, for example, to the fire station and walks to the local duck pond. Every two weeks they visit residents of a local care home, where they enjoy singing sessions together. Children are able to learn about each other's cultures and special days, such as Eid and the mid-summer solstice. Children have opportunity to learn about the similarities and differences of people in the world. n Parent partnerships are good. Staff share a range of information with parents

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need to do better?

about their child's development and care needs. Parents are very happy with the care their children receive. They state 'staff give great care, attention and support to children' and 'my child has developed so much'. However, strategies to engage parents in home learning are not established, which means that children do not have their learning extended at home. n Leadership and management are very good. Leaders have forged partnerships with other professionals, such as the local authority and schools. Staff are supported through inductions, mentoring, staff meetings and supervisions. Staff state that they feel supported by leaders and their well-being is considered. Training is targeted to directly meet the needs of children. For example, specific training to meet the needs of babies. This shared vision directly benefits the care that children receive.

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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 develop consistent opportunities for children to explore mathematics, so that they develop a secure knowledge of early mathematical skills n enhance the support given to parents for home learning ideas, in order to extend children's learning further.

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Setting details

Unique reference number EY370536 Local authority Cumberland Inspection number 10392441 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 42 Number of children on roll 120 Name of registered person Millom Stepping Stones

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reference number

Telephone number 01229 775 834 Date of previous inspection 22 August 2019

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Information about this early years setting

Millom Stepping Stones registered in 2008 and is situated in Millom, Cumbria. The setting employs 21 members of childcare staff. Of these, 15 members of staff hold appropriate early years qualifications ranging from level 2 to level 4, six members of staff are unqualified. The setting is open from 7am until 6pm, Monday to Friday, all year round and provides funded early education for two-, three- and four-year- old children.

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Inspection activities

n The manager joined the inspector on a learning walk and spoke to the inspector about their curriculum and what they want their children to learn. n The inspector observed the quality of education being provided, and assessed the impact that this was having on children's learning. n Children spoke to the inspector during the inspection. n The inspector spoke with staff at appropriate times during the inspection and took account of their views. n The inspector spoke with leaders about the leadership and management of the setting. n The inspector carried out a joint observation with the manager and lead for quality. n Parents shared their views of the setting with the inspector, through written comments. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in 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 July 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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