Stepping Stones (SW) Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and keen to attend this child-focused setting.

They enter with confidence and are eager to choose from a range of different activities, such as building towers and learning about the different ways water can be transported. The friendly and enthusiastic staff warmly greet the children, who settle in quickly. Children show they feel safe and secure as they move confidently around the play areas, exploring the environment.

Staff clearly have well-established relationships with children and their families. For example, a child arrives at the setting with a 'wow' moment to share with friends. Children an...d staff applaud the child's special achievement, and the child demonstrates a sense of pride as it is displayed on the 'wow' board for everyone to see.

Staff have high expectations for every child. They plan daily activities in their 'big book planning', taking their inspiration from the children's interests and ideas. Staff give children lots of opportunities to explore physical activities outside, and children move freely, choosing where they want to play.

Children talk about their families and home life with staff. For example, they share stories about special family holidays. Children play cooperatively alongside each other, they form special friendships and show a sense of kindness and consideration with one another.

For example, children enjoy working together, taking turns to match picture cards to complete the sequence for the story 'peace at last'.

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

Children demonstrate good behaviour and staff support this well with the use of their seven 'golden rules'. When children display positive behaviour, they receive praise from staff and are awarded with a certificate of achievement.

Children are also able to explain these rules to visitors, demonstrating a clear understanding of them.Children have a positive attitude to learning. They participate in workshops that build on their skills in preparation for school.

For example, at circle time children take part in an activity to develop their attention and concentration. A staff member pulls interesting items from their bucket and uses sounds and actions to grasp children's interests. Children look and listen as they watch the effects of glitter being sprinkled over a tambourine and wait to see what happens as they bounce a ball on top.

Children are making good progress in their learning. Staff encourage the use of mathematical language during activities. For example, they support children to count the circular cereal shapes on their pipe cleaner during a threading activity to compare 'more' and 'less'.

The support for children with special educational needs and/or disabilities is good. Staff work in partnerships with professionals to support children to reach their full potential.Leaders recognise and value the qualities of their staff members.

Staff are deployed well within the setting. They receive ongoing training, which supports their professional development and contributes towards the effectiveness of the setting.Staff work well to promote positive relationships with parents.

They discuss children's development and progress daily, so they feel valued and included in their child's learning. For example, staff share activities for parents to try at home, such as learning to fasten buttons. This supports continuity of learning.

On the parents' information board, staff share the daily activities children have participated in during their session.Staff know what children need to learn next. However, at times staff miss opportunities to fully explore children's understanding of what they are doing and why, in order to help them get the most out of activities.

Staff plan activities that support children's emotional development and transition to school. For example, they plan visits to the primary school and school-themed workshops, and children 'have a go' at trying on a school uniform. Children familiarise themselves with the school environment as they take part in a project called 'Alfred the mouse'.

They explore photos of Alfred on his journey around the school.

Safeguarding

The arrangements for safeguarding are effective.Leaders and staff complete regular safeguarding training and they have a good understanding of child protection and wider safeguarding issues.

Leaders and staff know and understand the appropriate steps to take to ensure children's well-being. Leaders have secure procedures in place for the recruitment of staff and this helps ensure children are kept safe. Leaders and staff ensure the premises are suitable for children.

They complete regular risk assessment checks and staff support children to recognise and identify risks for themselves. For example, children complete the setting's daily risk assessment checklist to ensure that the environment is safe.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to help children to understand the purpose of activities so that children gain a greater insight into what they are doing and why.

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