Little Stepping Stones Day Nurseries

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Leaders and managers have taken steps to improve since the last inspection.

They have engaged with the local authority to access training and support. However, the learning from this has not yet been embedded enough to achieve a good level of care and learning for children. At times, staff do not provide a wide enough variety of activities to support all children's learning needs.

Despite this, children are generally happy and settled. They are lively and play with the resources which staff set out. Younger children are interested in splashing and pouring water alongside their friends.

Pre-school children develop... their imaginations, such as they pretend to take food orders and serve each other meals during role play. Staff generally have realistic expectations for children's behaviour. Children learn to share and take turns with toys and learn to follow simple rules, such as holding hands when walking in the park.

Staff help children to learn about their local community. Children visit the local library and meet members of the emergency services. This helps to build their understanding of the world around them and extends their cultural capital.

Leaders and managers have a clear intent for what they want children to learn. However, there are still weaknesses in how they support staff to tailor the planning to meet children's individual needs, which impacts on the progress children make.

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

The key-person arrangements do not consistently meet younger children's emotional needs.

For example, children become confused or unsettled during personal care routines as staff focus on the routine tasks and do not notice children becoming upset or are trying to communicate their needs. However, they praise children and encourage them to develop some new skills, which supports their self-esteem.The weaknesses in planning mean that children's individual learning needs are not consistently met.

Although staff have identified children's next steps in learning, the learning opportunities they provide do not consistently reflect these. This means some children are not sufficiently stimulated at times and results in children losing focus and running around or wandering aimlessly.The nursery promotes children's good health.

Children have daily exercise in the park, and enjoy healthy, freshly prepared meals. Children learn to brush their teeth after meals and staff share information with parents about oral health at home. This helps children to learn about healthy lifestyles.

Overall, children are active in their play and interested in the learning opportunities provided. Babies persevere to thread cereal hoops onto spaghetti and pre-school children concentrate well as they use play dough and cutters. However, leaders and managers have not supported staff to embed their own learning to support children's development well.

For example, at times, staff move children on too quickly from their play which prevents children from exploring their own ideas further.Leaders and managers have taken steps to improve the arrangements for children with special educational needs and/or disabilities (SEND). There are suitable plans in place to support children with SEND.

There are effective systems for sharing information with other professionals, which means there is a consistent understanding of children's learning needs.Staff interact with children in ways which supports their communication and language development in general. They repeat single words, such as 'banana' and 'aeroplane', and encourage toddlers to repeat these to extend their vocabulary.

Pre-school children engage in back-and-forth conversations with each other and staff. They demonstrate a wide vocabulary and are confident to ask questions.Older children develop their independence skills, such as washing their hands and putting on their high-visibility vests to go out.

Staff encourage children to serve themselves at mealtimes. Toddlers make choices about the activities they want to play with, and babies learn to feed themselves. This prepares children for the next stage in their learning.

Staff keep children safe in hot weather. For example, they keep children in the shade, apply sun cream and encourage children to wear a hat. Additionally, staff ensure that drinking water is available to keep children hydrated.

This helps children learn to keep themselves safe.Parents say their children enjoy attending the setting. The nursery uses a digital app to share information with parents.

Staff share observations of children's development to provide parents with updates on the progress their children make. Communication with parents is effective.

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 meet the requirements of the early years foundation stage, the provider must: Due date improve the key-person arrangements so staff use their knowledge of children effectively to tailor care and learning to children's individual needs 31/07/2024 improve planning to make sure that all children are sufficiently stimulated to make the best progress possible.31/07/2024 To further improve the quality of the early years provision, the provider should: support staff to improve and embed their knowledge and understanding of how children learn.