Stepping Stones Community Organisation & Pre-school

What is it like to attend this early years setting?

Children are exceptionally well cared for in this safe and stimulating environment. Staff greet them warmly when they arrive, and they settle very quickly. Children and staff develop close, caring relationships. The committed manager and staff share the highest expectations and aspirations for all children. The exceptionally well-designed curriculum helps all children, including those with special educational needs and/or disabilities (SEND), to continuously acquire knowledge and skills. Consequently, they make rapid progress from their individual starting points. Activities are planned at precisely the right level for children's age and stage of development. Children become incredibly absorbed in their learning and sustain their concentration for prolonged periods. For example, they make pizza out of wooden blocks, discussing in detail using ambitious vocabulary the toppings needed and giving a full commentary on what they are doing and why.

Staff establish clear routines and teach children how to behave well. As a result, the way children conduct themselves is exemplary. They learn and play collaboratively, showing respect and care to one another. When disputes arise, children are able to solve these themselves with limited adult intervention. Children show high levels of resilience; they keep on trying hard even when they find things difficult.

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

• The dedicated and enthusiastic manager works closely with the deputy manager to ensure that the needs of children, their families and staff are met. They live out their vision of being at the heart of the community they serve. They successfully complete regular evaluations of the setting and consistently make targeted, research-based changes to improve practice. One-to-one coaching with staff supports their well-being and identifies any learning needs. Staff are happy and feel extremely well supported and valued.
• Staff waste no time in getting to know children and their families. They work closely with parents to find out about each child's needs and interests. Leaders ensure that they have the right knowledge to understand and support the diverse range of communities they serve. They keep parents well informed of children's learning and next steps. This empowers families to support their child at home. Parents are overwhelmingly positive. They say, 'The staff go above and beyond to provide a nurturing home from home.'
• Communication and language are supported exceptionally well. Children are immersed in literacy at every opportunity. Staff ask relevant questions and use ambitious vocabulary that children repeat and use within their independent play.
• Children become confident and competent individuals during their time in pre-school. Children invite and immerse inspectors into the activities on offer. From the sheer joy of investigating sand, pouring and digging, to the intense study of magnetic materials, learning is everywhere. Adults know when to lean in and engage and, just as importantly, they know when to stand back and observe.
• Staff identify any gaps in learning and put in place well-targeted support. They monitor the impact of support and adapt this if needed. Staff work with other agencies to ensure that children and families receive the support they need in the quickest time possible.
• Children gain excellent physical skills. They thoroughly enjoy practising and developing these, including balancing and jumping, in the very well-resourced and planned outdoor and indoor areas.
• Children benefit from established, comprehensive healthy routines. They eat appetising, nutritious meals and snacks. Staff develop children's knowledge and understanding of the importance of eating a healthy diet extremely well.
• Staff teach children about difference in highly effective ways. Parents from different cultures come into the pre-school to share their traditions and national dishes. Staff discuss and help children to learn about a very wide range of religious and cultural festivals.
• All children use good manners without prompting and show respect for their peers and for adults. Children are taught to help each other from an early age and to share toys. They learn to manage their emotions and deal with challenge.
• Staff provide a vast array of experiences for children and their families to get involved with to understand the diverse world around them. For instance, they visit a local farm with parents, a soft-play centre and local places of worship.