Stepping Stones Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are secure, confident and content in this caring and welcoming nursery. Staff provide a good range of stimulating activities based on what children need to learn next.

They have high expectations of what children can achieve. Children have good skills with technology. For example, they press buttons to enable different functions on electronic toys and complete age-appropriate games on the computer.

Staff help children to broaden their experiences and prepare them for the next stages in their learning, for example through woodland walks, trips to the park and visits to local schools. All children make good prog...ress.Children bring healthy packed lunches that are complemented by nutritious options provided by staff at snack time.

They choose when they want to eat their lunch and independently get themselves organised. This helps support their growing confidence and self-esteem as staff trust them to make good decisions. Staff engage children in lively discussions about foods that are good for them.

Children also enjoy a wide range of physically active play, both inside and outside, which supports their understanding of healthy lifestyles.Children have a good understanding and respect for others from different cultural and religious backgrounds. Staff do not consistently manage children's behaviour in regards to respecting resources and equipment.

However, they do use praise well to support positive behaviour.

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

Children's communication and literacy skills are particularly well promoted. Staff have thought of enjoyable ways for children to practise early writing skills, such us through writing 'messages' for each other.

They have access to mark-making equipment in every area of the setting, including the garden and role-play area where they write shopping lists and recipes for 'pizza' making.Staff build strong and caring relationships with the children. They get to know children's family backgrounds and find out about their prior experiences.

Staff use this information to help them to provide interesting play opportunities and support their learning at home.The manager supports her staff in their professional development. She observes their practice and offers constructive feedback on what they do well.

Advice is given on where they can improve their teaching further. Staff attend training to improve their performance. For example, they have attended a course linked to 'loose parts' and 'in the moment planning'.

This has resulted in staff reflecting on their provision and making positive changes to their environment and their planning and assessment.The special educational needs coordinator is committed and passionate to ensuring that children with special educational needs and/or disabilities and those who speak English as an additional language receive the best possible support at the earliest opportunity. She works closely with the manager, staff and external agencies to implement accurate and effective plans.

Highly effective monitoring systems and regular meetings with staff, to discuss children and inclusion support, help to close any gaps in children's learning. Staff have high expectations for all children.Generally, children behave well.

They learn to take turns and are kind to each other. However, on occasions, some children show little respect towards equipment, such as books and toys. This contributes to an environment that is at times messy, as children are not all consistently encouraged to look after their resources, put things away or tidy up after themselves.

Children learn about the world around them. They talk about each other's differences, develop respect for other people and have empathy towards their friends and other living things. Children learn to care for the nursery guinea pigs.

They excitedly explain to staff that they 'speak guinea pig' so they know when they want more food. Children demonstrate to visitors how they look after them.Staff work hard to ensure even the youngest children understand how to safely move around the setting.

For example, they teach them about road safety when accessing the setting's garden and how to use the stairs with care and caution.Children have plenty of fun as they take part in physical play opportunities. They enthusiastically play musical instruments, helping to develop greater control over their movements.

Mathematics is promoted well. Children are supported to recognise numerals and are keen to sing favourite number songs, demonstrating how they count backwards from five.Outdoors, children learn new skills and enjoy exploring using all their senses.

They spend time collecting natural materials, adding them to water and sand. Staff skilfully engage themselves in children's play and enhance their learning. For instance, they find utensils and engage children in discussions about the 'potions' they make in the mud kitchen.

Safeguarding

The arrangements for safeguarding are effective.The manager places a high priority on making sure that children are safe, and this is well managed throughout the building. All staff understand their responsibilities to safeguard children.

Staff know the signs to look for and the procedures to follow if they have any concerns about a child's welfare. Staff all receive up-to-date safeguarding training and they regularly discuss wider safeguarding issues. The manager implements secure recruitment procedures and ensures the ongoing suitability of adults working with children.

Staff are vigilant about keeping the premises secure. They supervise children carefully at all times.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: make the most of every opportunity to encourage all children to value and respect the resources within the nursery.