Stepping Stones

What is it like to attend this early years setting?

Children arrive happily and settle quickly into pre-school. They are greeted by warm, smiling staff who guide them through familiar routines. The environment is thoughtfully planned to offer a wide range of meaningful play opportunities. For example, outside, children explore making potions. They know how to use pipettes to squeeze water, helping build the small muscles in their hands. Staff encourage children to use their senses to smell and feel flowers and herbs.

Children form warm, trusting relationships with staff, who know them well and respond to their individual needs. Staff are attentive and nurturing as they support children with special educational needs and/or disabilities (SEND). They work closely with families and professionals to ensure all children feel safe and included. The calm atmosphere allows children with SEND to access the environment. All children show kindness and respect and give space when needed. This inclusive ethos supports all children to engage in learning and make good progress.

Staff teach children about rules and routines. They remind them to share and take turns. This has resulted in content children who behave extremely well. Children listen and follow routines. They are curious and enjoy learning new things. For example, after reading 'The Very Hungry Caterpillar', children learn about the life cycle. They watch real caterpillars transform into butterflies and use new words such as 'cocoon'.

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

• Leaders use the curriculum well to widen opportunities for all children, ensuring they get the best start in life. They offer a range of meaningful experiences to broaden children's learning. Children visit the local park and library and regularly explore the woods and pond in the outdoor areas of the pre-school. They also visit a local care home to sing and make music with the residents. Staff talk about how confident children are and how much they enjoy these visits. These experiences build children's life skills and deepen their understanding of the world around them.
• Parents speak highly of the care and support their children receive. They talk about how they feel listened to and fully involved in their children's time at pre-school. Stay and play sessions and 'Ready Steady Read' are becoming popular events to involve parents in their children's learning. Parents call staff and leaders 'honest, transparent and supportive'. Communication is clear and consistent. As a result, staff know children and their families very well, so individual needs are understood and met.
• Leaders have a good understanding of the importance of knowing the needs of every child. Staff feel supported to build relationships with families before children start. Therefore, they understand the challenges some children face. The curriculum is shaped around children's needs and experiences. Gaps in learning are identified and addressed through carefully planned opportunities. For example, physical development is a priority. The environment provides ample opportunities for children to use their whole bodies. Children climb and balance on soft play and natural obstacles such as logs. As a result, children catch up with their physical development and become independent in their play.
• Relationships between staff and children are a strength. Staff know their children extremely well and have built caring, nurturing bonds. Children cuddle with staff and share stories or sing songs together. Staff laugh and smile with children as they play. Because of these strong relationships, children feel safe, confident and ready to learn.
• Children have many opportunities to develop their independence skills. They select activities and engage with resources independently. Snack time is carefully organised so that staff can model expected behaviour. Children clear plates away and put rubbish in the bin when they have finished. Staff praise these positive behaviours. These routines help children feel capable to take responsibility for themselves and the environment around them.
• Communication and language is a clear priority for leaders. Staff use strategies such as visual cards to support children's understanding. This is particularly beneficial for children with SEND. These strategies help children communicate their needs and become more independent.
• Some staff use back and forth interactions well. They keep children focused on their play using techniques such as open-ended questions. This extends children's thinking and language skills. However, not all staff use questioning effectively to build on children's ideas. As a result, some children do not remain engaged, meaning opportunities to deepen learning are missed.

What the setting must and should do next

The provider should:

• strengthen staff understanding of high-quality questioning to ensure all children benefit from meaningful interactions that consistently extend their thinking and language skills.