Step By Step Nursery

What is it like to attend this early years setting?

Children of all ages settle quickly into the safe and welcoming environment. They confidently say goodbye to their parents at the door and the friendly staff warmly greet them. Children have strong attachments with their key person, which ensures that they are growing in confidence and self-esteem. For example, young babies confidently explore the environment, they enjoy cuddles and receive reassurance when needed. When babies are hungry or tired, staff respond promptly.

Partnership working with parents is well embedded within the nursery. Parents speak highly of the staff and particularly value how much they have helped with the good progress children are making. Staff make good use of opportunities to involve parents and carers, and the regular exchange of information keeps them up to date with what is happening at the nursery. This is really appreciated, as many parents and carers have not been inside the nursery for some time due to the COVID-19 pandemic.

Children confidently choose from a selection of good resources, indoors and outside. Staff know children's interests and plan learning experiences to meet their needs. For example, they provide toddlers with plenty of space and opportunities to strengthen their walking skills. Older children have ample opportunities to engage in conversations, share their views and ideas and build on their vocabulary and communication skills.

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

• The manager and her deputy are enthusiastic about providing high-quality care and education. They regularly reflect on practice and evaluate the nursery to ensure that the continuous improvements benefit children's learning. Leaders monitor staff practice well and have a clear understanding of their strengths and areas for improvement. All staff have opportunities for continual professional development to build on their current teaching skills and to support individual children, including through training.
• The manager and staff have high expectations of what children can achieve. They know the children well and can confidently talk about their capabilities. They plan a robust curriculum which provides children with a wide range of experiences and activities. However, at times, older children lack challenge and opportunities to develop their thinking skills further.
• Leaders recognise that some children have needed more support with their emotional well-being during the COVID-19 pandemic. They teach children to express and manage their feelings. For example, staff hold skilful conversations with children to help them understand how their behaviour impacts on others and how to share resources.
• Staff treat children and each other with respect and kindness. They use quiet voices when talking with children and ensure that they model good manners.
• Children have access to a range of good-quality resources. Babies are content and enjoy interactions with staff. They explore a range of media and materials available to them with curiosity. Toddlers learn to understand and follow the daily routines. They learn skills which will help with the transition to another room.
• Pre-school children learn important skills that prepare them well for school, including confidence. For example, staff encourage children to contribute during circle time and praise their knowledge when they answer questions.
• The manager uses funding effectively. For example, she has organised a sports session to build children's physical skills and confidence.
• Children with special educational needs and/or disabilities are well supported at this inclusive nursery. Staff get to know children well. Leaders and staff work closely with parents and other professionals. They complete assessments of children's learning and build on their strengths. Staff put appropriate support in place to help all children to fulfil their potential.
• Although staff focus well on developing young children's independence, this is not consistent in the pre-school room. For example, staff are quick to jump in and complete tasks for children which they are able to complete for themselves, such as pouring their own drinks and putting on their own coats.

What the setting must and should do next

The provider should:

• increase opportunities for children to carry out tasks independently
• build on children's natural curiosity to learn and provide activities that challenge children's thinking skills, particularly in relation to older children.