Stepping Stones Day Nursery & Out of School Club

What is it like to attend this early years setting?

Children arrive at the setting eager and ready to learn. Children have strong bonds with staff. They show that they feel secure and safe. Babies crawl onto staff's laps or reach out their arms for a cuddle when they need reassurance. Children are motivated and curious. When a member of staff sets up an activity using recyclable materials, children eagerly join in. They explore and investigate, finding things out for themselves, and developing their own ideas. For example, children test out whether their boat made from cardboard boxes will float or sink in the water.

Babies investigate sensory toys such as the various-sized textured balls. Older children develop early literacy and mathematical skills well. They make marks and practise writing in many different areas of the nursery, including outside. Older children develop their fine-motor skills as they manipulate play dough and practise using scissors. They are confident to ask staff for assistance if they need it, and enjoy staff's positive involvement in their play. For example, children show delight and anticipation as they make towers with bricks, giggling with their friends as the tower wobbles and falls over. Children gain independence. For example, they wash their hands before eating, serve themselves at mealtimes and tidy away the toys.

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

• The manager has developed a curriculum that focuses on promoting children's communication and language, and independence. Staff gain good information from parents about children's starting points and create activities to build on these skills. Staff know the children well. They speak confidently about what children already know. Staff take account of this information to plan activities and provide targeted support that helps children make progress in their learning.
• The staff team works closely with parents and professionals to ensure that all children's individual needs are fully met. This includes children with special educational needs and/or disabilities. Staff create accurate targets, providing the right level of challenge for children.
• Staff provide opportunities to help promote children's communication and language skills. For example, songs and rhymes form a strong part of children's day. Staff comment, repeat language, ask children questions, and give them time to think and respond. They use signs and actions to accompany their communication. When the routine of the day changes, staff encourage children to listen. For instance, they sing the tidy up song, which initiates children to stop what they are doing.
• Children are busy, demonstrating sustained periods of concentration as they play. Staff offer children activities that they are interested and motivated to take part in. Children's behaviour is good. Staff follow a positive approach, gently but clearly reminding children to take turns and consider others.
• Children gain some knowledge about their similarities and differences. However, staff do not prioritise children's learning about different families, communities, and traditions.
• Staff promote healthy lifestyles. They provide children with nutritious meals and snacks. Children benefit from lots of fresh air and exercise, and enjoy energetic play outdoors. They learn hygiene routines, such as the importance of washing their hands before eating and after toileting.
• The manager holds supervision meeting to review staff performance, as well as checking their ongoing suitability to work with children. Staff say that they feel supported by their team and the manager.
• The manager uses additional funding, such as early years pupil premium, appropriately. For example, children benefit from a hot meal and an extension to their nursery day. This supports all children to have opportunities to develop and make good progress over time.
• The provider, manager and staff build strong relationships with families. They establish effective communication with parents to inform them of their children's learning and the next steps in their learning. Parents appreciate the online system for sharing information, and say they are 'impressed' with how much progress their children make. However, staff have not yet established effective working relationships with other settings that some children also attend. This means that relevant information to support continuity of children's learning and development is not shared.

What the setting must and should do next

The provider should:

• persevere with efforts to establish effective working partnerships with other early years settings that children also attend, to ensure that all opportunities to support children's ongoing progress are fully used
• enhance opportunities for children to learn about cultures, traditions and different ways of life beyond their own.