Stepping Stones Pre-School

What is it like to attend this early years setting?

Children learn about Chinese culture and New Year celebrations. They have fun exploring chopsticks, food and dressing up in traditional Chinese clothes. These activities teach children about the similarities and differences between themselves and others. Children feel safe. They are confident to approach staff at the pre-school for help and reassurance. They explore plenty of fun activities inside the pre-school. Children take turns pretending to be a shopkeeper. They pack their shopping into bags and then pay for it. Staff help children to learn new words, such as 'squash' and 'sweet potato.' Children learn to take turns during their games. Staff encourage the use of sand timers to help children share when certain toys and games are popular.

Specially trained staff support children with special educational needs and/or disabilities (SEND). Children enjoy an accessible room, which helps them to explore their senses and learn to communicate their needs. For example, children use picture timetables and exchange pictures with staff to communicate what they would like to do next. Children enjoy activities that encourage them to explore a range of fun items in a bucket. These activities are shared with parents to extend children's learning when they go home. Children form close bonds with staff. Staff make sure that all children integrate at the nursery and develop skills from carefully planned activities.

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

• Managers and staff are extremely knowledgeable about the needs of the children and their local community. They work closely with a range of local services to make sure all children have the support they need. Children make good progress in their learning and development.
• Managers have addressed previous recommendations and arranged bespoke training for staff. The whole team has developed its knowledge of teaching early mathematics. Members of the team also completed training to develop their communication with younger children. Managers regularly observe staff practice and support staff to develop their teaching skills.
• Children are encouraged to develop a wide range of independence skills to help them prepare for school. For example, they hang up their own coats and learn to recognise their names on the pegs as they arrive each day. Younger children learn to wash up their plates after lunch and help to tidy up their playroom.
• Overall, children are engaged in activities and benefit from the learning opportunities planned for them indoors. However, sometimes, the organisation of activities throughout the day results in lots of children sharing the same space. At times, this can become noisy, and some children struggle to concentrate on planned tasks. This does not enable some children to benefit from the planned learning intentions.
• Staff assess what children know and can do. They identify areas where children need extra help and then plan activities to support children to fill gaps in their learning. For example, staff plan physical activities for children who need to develop their balance and coordination. They also plan many opportunities for children to learn how to share and take turns.
• Children enjoy the opportunity to sit together at mealtimes. Staff develop conversations and join children to eat their lunch. However, some children are not eating food that is sufficiently nutritious. This does not give them the best opportunities to be healthy and develop an understanding of healthy lifestyles.
• Managers use funding to make sure that all children have equal opportunities to go on trips and gain experiences that develop their understanding of the natural world. They organise expert help for children who need extra support with their communication and language. Managers make sure that staff are trained to implement communication strategies, helping children to express their needs.
• Children have daily opportunities to get fresh air and exercise outdoors. They develop their balance and coordination by climbing on equipment and using ride-on toys to move around the garden area.
• Parents speak highly of the support given to their children. They are enthusiastic to join the committee and contribute to plans for their children's learning. Management feel well supported by the committee. They look forward to planned events, which will help form closer partnerships with parents and enhance children's learning.

What the setting must and should do next

The provider should:

• review the organisation of resources and group opportunities, indoors and outdoors, to support children to concentrate and engage further with their learning
• consider further ways to work in partnership with parents to support children to eat a nutritious diet and develop healthy lifestyles.