Binstead Stepping Stones Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children settle quickly and feel secure in the warm, friendly environment. They have strong emotional attachments to the caring staff, who cuddle and comfort them as and when needed.

Staff have effective relationships with parents. They update them on children's progress and identify any areas where a child may need extra support or encouragement.Children enjoy having the freedom to choose what they want to play with and if they want to be inside or outside.

They play independently together, sharing toys exceptionally well. For example, children are invited to bring their own bicycles to use in the garden, they happily... take turns to share them with their friends. A love of books is actively encouraged in the setting.

Children enjoy choosing books to read throughout the day and show good recall about events in the stories.Children become immersed in their play and older children are highly motivated learners. They concentrate well and busy themselves in a variety of activities.

However, sometimes, younger children drift between areas. Staff shape the curriculum to provide challenge and build on what children know and can do. For instance, children enjoy riding balance bicycles and some children have learned to ride two-wheeled peddle bicycles.

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

There is a clear curriculum in place that is understood by all staff and implemented across the setting. Staff work closely with parents during each child's induction and build strong relationships. They find out what the individual needs of each child are, what they can do and identify any gaps in their learning.

Parents' and children's views are listened to in many ways. Staff talk to parents daily and receive regular feedback through questionnaires and parents' meetings. They consult children on changes to the environment and children vote to choose stories, which garden to play in and what activities they would like to do.

Staff listen to children and ask them questions, allowing them time to think and respond. Staff model language and introduce new words and their meaning. During group time, staff encourage children to speak out in a group to choose their favourite song.

Children wait patiently for their turn, excited to share the song.Staff promote children's independence well. For example, children help themselves to snack and use china teacups and a tea pot to pour their own milk or water.

Staff help children to develop good levels of concentration and memory. This was particularly evident when children were enjoying doing puzzles. They worked together to problem solve and celebrated when they had completed each puzzle.

Staff provide regular opportunities for children to count during activities. They talked about the price of the fruit in the play shop and counted fruit into their shopping bag. Children enjoyed posting balls into guttering in the garden, matching the number of balls to the number on the guttering.

Staff take swift action when they have concerns about children's development, working in partnership with parents. The setting has effective partnership working with other professionals. This enables them to support those children with special education needs and/or disabilities.

Funding is used effectively, for example, communication boxes were purchased to support children who have speech and language delay.The staff observe each other's practice and discuss this together as part of their professional development. The manager identifies some staff training needs and provides time to talk about their well-being.

However, the manager does not clearly identify time to reflect with staff about the quality of teaching and learning experiences for children, to build on existing good practice.The manager recognises the impact of the pandemic on children's development. Staff shared activities with families when they were at home and they introduced a calm space to support children's emotional development in the setting.

This area has given children a cosy, sensory and inviting space to relax, which is also used for one-to-one activities.Staff provide a consistent and well-organised daily routine that children are clearly familiar with, supporting the children to feel safe and secure.

Safeguarding

The arrangements for safeguarding are effective.

Staff have a comprehensive understanding of safeguarding. They are fully aware of their safeguarding responsibilities to protect children's welfare and keep them safe. They can identify the signs and symptoms, which may indicate that a child is at risk of harm.

Staff understand the processes to report any concerns about children's welfare or other staff's behaviour. The manager and staff frequently attend safeguarding training to update their knowledge. In addition, during staff meetings, safeguarding scenarios and discussions take place.

These measures help keep staff updated with safeguarding practice. Staff maintain a safe environment and ensure the premises are secure.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop and monitor the quality of education to ensure it is embedded securely, ensuring all children experience consistently high-quality learning and interactions to help them make better progress nenhance monitoring of performance, to identify and act upon all staff's professional development.

Also at this postcode