Stepping Stones

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Overall, children have a positive experience at the pre-school.

They happily come in to the setting and find an activity that they enjoy. Staff are ready to welcome children in and sit close to them, engaging alongside them in their play. A good key-person system supports children to build good relationships with staff, who they go to for support throughout the day.

There are times, however, when the environment becomes chaotic and children's emotions are heightened. Although staff are quick to respond to children's behaviour and distress, they are not fully confident in how to support children to regulate their own emoti...ons. On occasion, children become upset and display unwanted behaviour.

At other times, when the space is used more effectively, children are settled, calm and engaged in their learning.Staff know all children well and know what they need to learn next. They take account of children's interests in their planning to ensure children are interested in the learning.

Staff often offer adult-led experiences, such as reading together, to support listening and focus. Generally, children enjoy these activities and join in with the learning, smiling and calling out in excitement. However, on occasion, staff do not consider the environment and length of these activities.

At these times, children become unfocused or disinterested and leave the activity.Overall, children make good progress from their starting points. Staff support children with identified special educational needs and/or disabilities well.

However, they are not consistently proactive in providing early intervention for children who may benefit from additional, targeted support.

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

Recent disruptions to staffing arrangements have affected the overall effectiveness of the setting. The manager has a desire and passion to support children in the local community and has worked hard to maintain ratios.

However, at times, this has been to the detriment of the children and has led to staff feeling overwhelmed. This is particularly relevant to staff knowing how to support children who may benefit from targeted support within the setting, including accessing appropriate funding for them.Staff show a genuine interest and care for the children.

They plan a good range of activities based on children's interests. Staff are good at supporting alongside children's free play, to extend their learning. They are skilled at welcoming children over to engage and adapt the activities so all children can be included.

Overall, children are supported well to develop communication and language skills. Staff engage children in conversations during their play and expand their vocabulary by introducing new words. Using a water tray outside, staff support children to understand why different objects might sink or float.

Children shout out 'sink' and 'float' as they are encouraged to be inquisitive and make their own predictions.Staff are good at supporting children to think for themselves. They ask many open-ended questions, such as, 'What would happen if .

.' Children are given ample time to consider and form their answers, and staff respond with praise. Although children are enthusiastic learners, at times, the background noise makes it difficult for them to concentrate and focus.

In addition, some activities are too long. Children become distracted and leave to go elsewhere, meaning they are not benefiting from the learning on offer.Staff ensure they provide many opportunities to explore turn-taking and sharing.

For example, children enjoy throwing a ball to their friends, or through a hoop. However, at times when children display unwanted behaviour, staff are not fully consistent in supporting them to consider the impact their actions have on others. On occasion, this results in some children becoming unnecessarily distressed.

Staff are good at promoting independence in all children. Children take pride in their achievements and enjoy sharing them with staff. They show they are confident and enjoy both adult and peer interactions.

Children are supported to understand their similarities and differences. Staff ensure they know children's different cultures and support children to investigate these. For example, they use maps, books, costumes and offer foods from around the world.

The manager monitors and supports her staff through regular supervisions. She has identified areas where knowledge and practice needs improving. The manager and her staff team welcome advice and support from external professionals and are committed to improving outcomes for children.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop a more secure understanding of how to access and use entitled funding to support individual children and families develop a more secure understanding of how to recognise when children may need early intervention to support their learning and development review and improve the implementation of planned activities to minimise unnecessary distractions in the learning environment nimprove staff knowledge of how to effectively and consistently support children's behaviour.