Stepping Stone Pre School (Knebworth)

What is it like to attend this early years setting?

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.

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.

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.

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.

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

• 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.
• 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.
• 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 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.
• 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.
• 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.
• 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 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.
• 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.

What the setting must and should do next

The provider should:

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