Stepping Stones Pre-School

What is it like to attend this early years setting?

Children move freely between the indoors and the garden throughout the pre-school session. This helps to give them the confidence to choose where they wish to play and to follow their own interests. Children explore outside and excitedly tell an adult that they have found an item on a checklist. They show where they have placed ticks next to photos of a bird and a leaf. This activity supports children's early literacy skills and gives them a sense of achievement. Children run, climb and ride bicycles, finding out new ways to be active and use their bodies. The wide range of activities helps children to develop their fine motor skills in preparation for eventually becoming capable writers. For example, children practise using scoops and tongs to transfer pasta into bags and containers.

Children demonstrate many skills that provide the foundations for them to become successful learners in the future. They concentrate, and do not give up, as they solve how different locks and bolts work. They negotiate and collaborate when they decide together how to plan a train track. Children have opportunities to routinely use mathematics as they play. They count the number of scoops of pasta they need to fill a paper bag. Older children show how their mathematical knowledge has progressed. They skilfully read the numbers on a set of weighing scales and competently demonstrate how to use a tape measure. Children secure one end of the tape and proudly tell the inspector that the high chair is '24'.

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

• The ambitious new manager has worked alongside the outgoing manager to ensure that she is fully aware of her role and responsibilities. She is very reflective and has a comprehensive action plan to gradually introduce improvements. Staff and parents say that it has been a well-managed transition. The team of staff feel well supported and say that the new manager is 'very approachable'.
• The manager and staff are able to clearly explain the purpose of the activities they provide and how they support all children to make progress. They meet monthly to discuss their observations and plan activities that meet children's developing needs and interests. When the key-person system works effectively, children benefit from being cared for by staff who know them well. However, it does not yet take into account staff absences or shift patterns. Consequently, some children do not always receive the highest levels of support from a consistent adult.
• Following the COVID-19 pandemic, there is a sharp focus on building children's communication skills. As a result, staff ensure that their interactions encourage children to express their own ideas. For example, they get down to children's level, listen intently, and ask relevant questions as children recall their experiences. Children choose to sit in the cosy book area and read their favourite books. There are dual-language books, and staff learn some key words in other languages to help all children to develop a sense of belonging.
• Children have a clear understanding of the pre-school rules. They readily help to tidy away the toys at the end of the session and know they must wash their hands before sitting down for snack. They pass around the plate of fruit and kindly ask other children if they would like some. Even the youngest children carefully use a jug to pour milk or water independently. This contributes to them building on their independence and self-help skills.
• Staff act as positive role models. They respectfully tell each other when they are going outside or taking children to the bathroom. This makes sure that children are well supervised at all times and shows them examples of courtesy and good manners. This is reflected in children's behaviour. For example, when they have finished playing, they calmly tell their friend, 'You can have it now.'
• Parents are extremely happy with the provision. They feel well supported and say that they made the 'right choice'. They appreciate the new online communication system that keeps them informed about their child's development. Parents comment that their children have made noticeable progress despite some of them only attending for a short time.
• There is successful partnership working with parents and other professionals for children who may have additional needs. This means that all children receive timely support and intervention. There are procedures in place to smooth children's transitions to local schools. However, the pre-school does not consistently share information with other early years settings children attend. Therefore, continuity of care and learning between providers is not consistent.

What the setting must and should do next

The provider should:

• strengthen the key-person system to ensure that each child has a consistent assigned key person to support their emotional needs and build a relationship with
• develop partnerships with other settings that children attend, to promote continuity in their learning and development.