Millom Stepping Stones

What is it like to attend this early years setting?

This setting places the needs of children at the heart of its provision. Staff take time to understand children's unique needs, interests and characters. For example, staff in the baby room try to follow children's sleep routines from home, as much as possible, to help children feel secure and happy. Staff are positive role models and quickly offer a reassuring hug if children are a little unsettled. Staff consider children's emotional well-being throughout the setting. As children move through different rooms, key persons accompany them and help them to settle and get used to their new surroundings. Children are active learners and independently access resources as they play. Children demonstrate they are settled and secure.

Staff offer a wide range of learning opportunities and promote children's independence throughout the curriculum. For example, at snack time babies use covered cups, children in the toddler room use small open topped cups, while children in pre-school pour their own drinks. Staff support children's growing independence and celebrate their achievements. They give gentle behaviour reminders to children and help them to understand their feelings and emotions. Children enjoy learning and make good progress in this setting.

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

• Staff have developed an interesting curriculum, which has clear intent for every child as they move through the setting. Learning is sequenced so that children build and establish their skills over time. Children in the toddler room enjoy making marks and using paint, while older children enjoy using a whiteboard as they attempt to form different letters. This sequenced approach allows children to be confident in their skills so that they can apply them in different areas of learning.
• All areas of learning are promoted well. Staff support children's communication and language skills through providing a running commentary, sharing new vocabulary and asking questions. Children in the baby room develop their core strength and physical skills as they negotiate steps. However, opportunities to explore mathematics in an age and stage appropriate way are less consistent. This does not support children to develop a secure knowledge of mathematical concepts.
• Children with special educational needs and/or disabilities (SEND) are supported extremely well. Staff are quick to identify any gaps in learning and work well with other professionals to meet children's individual needs. Staff support children as they leave for school by making a photo book of their new environment and visiting the school with children. This helps children to feel comfortable in their new environment and supports them to make good progress.
• Healthy lifestyles are promoted in the setting. Children enjoy a wide menu, which caters for their individual dietary needs. Older children enjoy using knives, under supervision, to cut up their own fresh fruit for snack. Children have recently explored 'Healthy June', which has allowed them to consider the benefits of exercise and learn about good oral health.
• Children are developing an awareness of inclusion and diversity. They enjoy outings in the local environment, for example, to the fire station and walks to the local duck pond. Every two weeks they visit residents of a local care home, where they enjoy singing sessions together. Children are able to learn about each other's cultures and special days, such as Eid and the mid-summer solstice. Children have opportunity to learn about the similarities and differences of people in the world.
• Parent partnerships are good. Staff share a range of information with parents about their child's development and care needs. Parents are very happy with the care their children receive. They state 'staff give great care, attention and support to children' and 'my child has developed so much'. However, strategies to engage parents in home learning are not established, which means that children do not have their learning extended at home.
• Leadership and management are very good. Leaders have forged partnerships with other professionals, such as the local authority and schools. Staff are supported through inductions, mentoring, staff meetings and supervisions. Staff state that they feel supported by leaders and their well-being is considered. Training is targeted to directly meet the needs of children. For example, specific training to meet the needs of babies. This shared vision directly benefits the care that children receive.

What the setting must and should do next

The provider should:

• develop consistent opportunities for children to explore mathematics, so that they develop a secure knowledge of early mathematical skills
• enhance the support given to parents for home learning ideas, in order to extend children's learning further.