Stepping Stones Day Nursery

What is it like to attend this early years setting?

Leaders have made significant improvements since the last inspection. Relationships between staff and children are warm and nurturing. Children settle well into the nursery and seek out comfort when they want it. For instance, when children explore a painting activity and have paint all over their hands, they become a little unsure. Staff are patient and help them to overcome this feeling by talking calmly and reassuring them. They gently encourage children to come with them to wash their hands together.

Children demonstrate positive attitudes towards their learning. They access a range of activities that are designed around their interests and next steps in learning. Staff plan specific activities to build on children's previous experiences. For example, children become intrigued by what happens when rainwater fills an empty bucket that has coloured chalk in it. Staff talk to them about the different possibilities that might happen. Children develop their investigative skills as they predict the outcome. They get excited when they discover what happens to the water.

Children are curious learners. They explore their environment and collect different objects in the garden to help create animals with their dough. They take pride in what they have created and enthusiastically share this with staff. Staff provide an abundance of praise, which builds on children's confidence and self-esteem.

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

• Overall, children behave well. Staff remind them of the rules in the nursery. However, they do not talk to children about why the rules are in place. For example, staff remind children to use their 'walking feet'. However, they do not explain how running in some places could cause an injury. This does not enable children to fully understand that their actions can have consequences.
• Children explore the garden as they find different insects in the mud. Most of them spend some time concentrating on their new discoveries. However, at times, less-confident staff do not adapt their teaching techniques to support children to remain engaged in their learning. Consequently, some children lose focus and wander away from the activities.
• Parents comment positively on the changes made in the nursery. Since the last inspection, staff have developed better communication with parents. Parents say that they feel more informed about their child's development. They have regular updates about what their child is working towards. Staff share ideas with parents to help them to support their child's learning at home.
• Staff use assessments effectively to identify what children need to learn next. They swiftly act on any concerns with children's development and promptly share this information with parents. The special educational needs coordinator provides regular updates to parents and other professionals. This ensures that children access the right support to help them make expected progress.
• Leaders meet regularly with staff to discuss any support they require to carry out their role effectively. Staff attend a range of training to help improve their knowledge and to develop their practice. They comment on how supportive leaders are of their own well-being and say that they feel valued members of the team.
• Children learn about the world around them. They discover what makes them unique as they learn about different cultural festivals their friends may celebrate. Staff also take the children on regular trips out in their community. This helps them to learn that they are part of the wider community. Children visit local places. For example, they go on walks to the duck pond. Staff teach children how they can keep themselves safe when feeding the ducks.
• Staff prepare children well as they get ready to leave the nursery. They work in partnership with schools to share key information about the children. This ensures that children receive continuity in their care and learning. Children have lots of opportunities to build on their independence. For example, they serve their own meals at lunchtime and put on their coats to go out in the garden.
• Staff place high priority on developing children's communication and language skills. Children who speak English as an additional language have support in place to enable them to develop their language. Staff use keywords in their home language alongside English to support and develop their skills further. Children enjoy a range of stories and songs to support them in learning new vocabulary.

What the setting must and should do next

The provider should:

• provide children with consistent and clear explanations of behaviour expectations to enable them to fully understand the consequences that their actions may have on themselves or others
• support less-confident staff to enhance their teaching techniques to help all children remain highly engaged in their learning.