Exmoor Stepping Stones CIC

What is it like to attend this early years setting?

Children greatly benefit from attending this small community setting, which is managed and run by a dedicated and hard-working team. The staff intend for children to become sociable and confident individuals who are well prepared for school and later learning. All children, including those with special educational needs and/or disabilities (SEND), make good progress. The managers have developed strong partnerships with other agencies to ensure that children with SEND are provided with the additional support they need.

Children develop close attachments to the warm and caring staff and also with one another. Staff are very good role models, who treat children kindly and with respect for their individual characters. Children learn to be kind and considerate towards their friends. They are very active in their own learning, choosing what and who to play with. Children are well behaved and show a good understanding of the expectations. For example, they line up to go outside after putting on their coats and tell each other how cold it is outside and how their coats and hats will keep them warm.

Children have regular opportunities to visit some of the beautiful local scenery. For example, they visit the beach, the Valley of the Rocks and the cliff railway. Children engage fully with their local community and learn to be respectful of their environment and about road safety.

What does the early years setting do well and what does it need to do better?

• The managers of the setting make use of additional funding to ensure staffing levels are well above the expected minimum. This allows staff to focus on children's individual needs and target support very effectively. Every child enjoys some one-to-one time with an adult on a weekly basis. This personalised approach helps children to thrive and feel accomplished in their learning.
• Children excitedly take part in regular physical activities such as dancing to their favourite song, 'Dingle Dangle Scarecrow'. They sing along and take part in the actions. Some children extend this further by balancing on one leg for as long as they can. Children run and climb in the outdoor area and develop good physical skills. They walk around the local area, which is very steep in places, and develop high levels of stamina.
• Teaching is of a good standard. Staff build on what children know and can do, and they adapt activities to support individual children's abilities. Children demonstrate good understanding of number, numerals and quantity. They count confidently to 10 and beyond.
• Most children are becoming confident speakers. They can talk to their friends, staff and visitors about a wide range of subjects. For example, children talk as they play with a toy farmyard about the different food the animals eat and how to keep the animals cool in hot weather. However, some of the quieter children are less confident talking in small groups and would benefit from further opportunities to practise speaking.
• Partnerships with parents are good. Parents report that they are kept well informed of their children's learning and development. Staff share information with parents to support them with their children at home. For example, they give guidance on behaviour, potty training and healthy eating. The staff team also intends to offer guidance on keeping children safe online.
• Staff patiently support children to become more independent. They praise children for attempting to do up their own coats, for example, even when it is 'tricky'. Children wash their hands after using the toilet without being prompted.
• The close-knit staff team continually reviews its provision. Staff informally discuss the children's progress and evaluate teaching and learning as they clean the setting after the end of each day. Staff regularly update their own knowledge, attending training to ensure that teaching is continually improving.

What the setting must and should do next

The provider should:

• develop opportunities for younger and quieter children to speak, to enable them to confidently join in with conversations.