Stepping Stones Childcare Limited

What is it like to attend this early years setting?

Children thrive and are well cared for in this safe, nurturing setting. The warm and welcoming staff team has high expectations for children to be happy and independent learners. Passionate leaders have developed an ambitious curriculum that is appropriately sequenced for children of different ages and stages of development.

Staff have a good understanding of the curriculum and what they want children to learn next. Babies spend time settling and building bonds. Staff share sign language, songs and rhymes to support toddler's communication and language. Children learn to listen and respond. Older children think critically and test their ideas as they build bridges and obstacle courses in water for vehicles with their friends. All children, including those with special educational needs and/or disabilities (SEND), make good progress from their starting points in development.

Children behave well. They follow strong daily routines with confidence and respond well to instructions. Staff model positive behaviour and gently remind children of the rules. Children delight in the encouragement and praise that they receive from staff during their play. They show kindness and respect towards each other, such as using low voices because their friends are sleeping. Staff use consistent strategies to support children to understand their emotions. Children learn to share, take turns and negotiate with their peers during play.

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

• Children settle in at the nursery well. Staff take the time to get to know each child and their family. Staff complete regular observations of children's learning and respond quickly to children's learning needs, including those children with SEND. They carefully consider the resources and activities they provide to ensure that these capture children's interests. This helps children to develop a firm foundation in their learning.
• Babies demonstrate a close attachment to their key person. They sit near to staff and lean in for a cuddle. Staff use simple interactions to build on language. Babies giggle as they copy actions to songs and engage in repeated play. For example, they throw a ball and chase it. Staff offer babies a warm and nurturing environment in which to play and learn.
• Staff support children to develop their independence. Children carry their breakfast to the table, and they scrape and stack their plates after lunch. Children take off their shoes at nap time. They follow the routine to wash their hands. Staff support babies and children to hold their cutlery while eating. Older children take turns to be lunchtime monitors; they help set tables for lunch and serve lunch to their peers. This helps to prepare children for school and their next stage in learning.
• Children's ongoing communication and language are very well supported by staff. They model good vocabulary, which helps children to be confident with words. For example, at activities, staff use descriptive language, such as 'crunchy' and 'squishy' when children explore a seaside activity.
• Staff help to promote children's healthy lifestyles. They ensure children spend time outdoors each day, enjoying fresh air and physical activity that supports their health and well-being. Children have freshly cooked, nutritious meals. Children learn about oral health through engaging activities and discussions, helping them to understand the importance of looking after their teeth.
• Children enjoy reading with staff. They listen and enthusiastically repeat words, such as 'enormous waves' and 'volcanoes'. Children talk about the pictures they can see and develop a love of books. Babies enjoy looking at the large books and make the sounds of the animals they can see. Staff display books for children both indoors and outdoors. This supports children's early literacy skills.
• Parents speak highly of the staff at the setting. They describe staff as 'caring from the heart'. Staff foster close relationships with parents. They regularly update them on their children's progress as well as providing daily feedback about children's care routines. However, parents are not provided with enough information to enable them to extend children's learning at home.
• Leaders value their staff. Regular supervision and robust induction support staff in understanding the expectations of teaching. Staff complete all mandatory training to enhance their skills and knowledge. However, staff's professional development is not always targeted specifically at areas for improvement in order to raise the standard of teaching across the setting to a higher level.

What the setting must and should do next

The provider should:

• support and focus training and professional development for staff to raise the standard of teaching across the setting to the highest level
• further enhance support given to parents to help develop children's learning at home.