Stepping Stones Pre-School

What is it like to attend this early years setting?

Children are extremely happy and confident in this setting. Every child, including those with special educational needs and/or disabilities (SEND), make excellent progress. This is because there is a very ambitious and well-sequenced curriculum in place. Adults use their excellent knowledge of child development and of the children to accurately assess and plan for each child. The routine and activities carefully match the interests and ability of each child. This means children are excited and motivated to learn. Children engage deeply in activities as they test their own ideas and persist with challenges. For example, children want to make aeroplanes from junk. They clearly explain their ideas and adults encourage them to work out a way to achieve these. Adults expertly offer suggestions and help children to recall where to find the tools and materials they need to create their model, such as scissors and tape.

All children behave extremely well. They work collaboratively and show lots of respect towards others and the environment. Children feel very safe and secure as they know that the adults care deeply about them. Children know the routine well and happily follow it. They enthusiastically take part in the well-planned adult-led activities, such as circle time. They also quickly settle to self-chosen activities when the routine allows.

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

• Children learn about the world around them through a rich variety of experiences and activities. For example, they watch ducklings hatch in an incubator in the setting. They then follow the ducklings' journey through a video. Children talk about how the ducklings have recently learned to swim. Children learn about other countries and cultures through experiencing festivals from other countries. Parents visit to share their home language and foods.
• The managers share the curriculum intent extremely well, so all adults are very effective at teaching and supporting all children. As it is a small team, they can differentiate their teaching for each child very effectively. The manager is incredibly passionate and dedicated about all children achieving the best outcomes they can. She inspires the team and has their full support. They all train and reflect on practice to help her achieve her aims for the children. They work very closely with the local authority and welcome ideas and support to improve children's outcomes.
• Children develop excellent language and communication skills, as adults model language incredibly well. Adults always use sign language to reinforce what they are saying, so all children, including those with SEND, can learn. Adults repeat words for younger children and extend them with descriptive words, such as 'red car' and 'heavy block'. Older children learn letter sounds through circle time.
• Adults read and share stories with children throughout the day. They keep children engaged by asking questions and looking in detail at the pictures and words in the book. Older children are beginning to write recognisable letters and words and adults expertly support these skills.
• Children develop a deep understanding of mathematics. They explore time and numbers during group activities, such as finding numbers to represent the date and counting how many children are in. Children count blocks they need to create structures and talk about the shapes of blocks. They discuss fractions during snack time as they label halves and quarters of the fruits.
• Children develop an excellent awareness of healthy lifestyles. They develop physical skills in the large adjacent park, where they learn to climb, run safely and balance. When playing in the role-play area, children tell each other they are cooking vegetables for tea as they are good for them. Adults help children learn the importance of looking after their teeth and how to brush their teeth.
• Partnerships with parents are extremely effective. Parents are kept very up to date with their children's progress and know their next steps. Adults share this information daily and through progress meetings. There is an excellent collaboration between parents and adults in the setting, which ensures all children achieve the best outcomes and are ready for their next stage in life.