Little Stepping Stones Day Nurseries

What is it like to attend this early years setting?

The provider has taken steps to improve since the last inspection. Leaders and managers have engaged with the local authority to access support and guidance to improve the quality of care and learning experiences for children. Children are lively and excited to attend the nursery. They arrive happy and part from their parents and carers with ease. Children greet their friends with smiles and hugs and quickly settle in to play. They confidently make choices about where to play, such as exploring in the sand tray or building with construction blocks. Older children develop their imaginations as this role play with dolls together. Children learn to follow simple rules, such as 'good listening' and 'walking feet', which helps them to learn to regulate their behaviour.

Staff support children to gain confidence in their physical abilities. Toddlers learn to move their bodies. They spin around saying 'whee' and join in with action songs. Older children gain more control of their bodies, such as they learn to throw and catch balls during daily trips to the park. Staff support children to learn about the world around them. Children enjoy discovering wildlife in the park. They explore the texture of bark and pick flowers to give to staff. The provider has clear learning intentions for children. The curriculum is sequenced well so children have opportunities to build on their abilities and make good progress. As a result, children are well prepared for each stage in their learning.

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

• Staff know children well and build good relationships with them. They observe where children are making progress and use this to plan the next steps in their development. Staff know what they want children to learn and plan suitable activities to support this, such as threading beads to develop their hand-eye coordination.
• Children are interested and engaged in the learning experiences provided. Toddlers persevere to stack rings and pre-school children concentrate as they make rainbow fish with dough. Overall, children develop positive attitudes to their learning.
• At times, staff focus on teaching children in group activities, such as circle time and parachute games. However, they do not tailor these activities consistently to meet the learning needs of all children. This means that some children find it difficult to maintain attention and join in. However, this does not significantly impact on children's development overall.
• There are effective strategies in place to support children with special educational needs and/or disabilities (SEND). Staff implement plans effectively to help children to join in with learning experiences, such as giving them resources to help them focus. The provider liaises with parents and carers and other professionals. As a result, children receive a consistent approach to their learning.
• Staff use songs to support children's understanding of instructions, such as how to wash their hands. They use repeated words so children learn new vocabulary, such as the names of animals. Children engage in back-and-forth conversations and respond to questions. Children's communication and language development is supported well.
• Children learn to meet own personal needs, such as using the toilet independently and taking off their shoes. Staff remind them to have a drink regularly and talk to them about healthy foods. This teaches children important skills for later life.
• Staff encourage children to take turns with resources. Older children ask to use craft materials and toddlers say 'my turn' when they want a book. Staff recognise children's achievements and give them lots of praise and encouragement. This supports children's personal, social and emotional development.
• Partnerships with parents are good. Staff share regular updates on children's progress through written reports and face-to-face meetings. Parents are extremely happy with the care their children receive and speak highly of the good care provided by the staff team.
• Leaders and managers are strong role models. They model positive interactions with children and support staff during busy times of day. Staff say they feel very supported and receive frequent guidance and advice to understand their responsibilities.
• Leaders and managers are reflective and recognise areas where there is still room for improvement. For example, they recognise where staff need support and take steps to provide learning opportunities to help them develop their practice. This indicates that the improvements made will be maintained and children will continue to receive a good level of care and learning.

What the setting must and should do next

The provider should:

• develop the planning of group activities further so they meet the learning needs of all children.