Stepping Stones Day Nursery Spixworth

What is it like to attend this early years setting?

Children arrive at the nursery with big smiles and are warmly welcomed by friendly staff. They show that they feel safe and secure and confidently separate from their parents as they wave goodbye. Children eagerly explore the environment, which is packed with enjoyable, purposeful learning experiences. Babies fill shopping baskets with pretend food and toddlers draw pictures of themselves on clipboards. Older children use construction tiles to build 'submarines' and 'space rockets'. Children show that they are happy. They laugh and smile at one another and chat about their learning and play. Older children tell each other the names of vehicles and sing songs about rain. Babies pass toys to one another and sit closely together to share a book.

Staff plan a curriculum that is rich in opportunities for children to be physically active. The nursery has two spacious and well-thought-out areas that allow children to benefit from exercise and fresh air. Older children run up and down a 'mud mound' and jump with two feet into large tyres. Younger children dig holes and march around, shaking musical instruments. Staff encourage children to 'go on a bear hunt' and children eagerly join in and stamp their feet, jump over obstacles and balance on one leg.

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

• Children quickly grow in independence. Babies find their own drinks bottles and search in baskets for toys. Toddlers set out road tracks, while older children turn on outdoor taps to fill up containers with water and use knives to cut up bananas at snack time. Children show their independence skills when using technology. They use interactive globes and electronic devices, to find out what animals eat, and use a computer mouse to click on colours when playing a computer game.
• Staff promote a love of learning. They develop a broad curriculum based around children's prior learning and interests. Additionally, staff ask children what they would like to find out about and these are recorded in project books. Staff comment that children enjoy the 'shared experience of finding out things together'. Older children confidently explain who the emergency services are and how they help people. Younger children explain that space is black and the earth is a planet.
• Relationships between staff and children are secure and trusting. Children are very well looked after and staff are aware of their needs and routines. Babies approach staff for cuddles and comfortably climb onto their lap to share stories. When children do become upset, staff attend to their needs promptly and with respect. Toddlers proudly show staff what they have made or drawn and older children enthusiastically ask staff to join in their role play games.
• Leaders have strong relationships with all staff. They provide ongoing evaluation, training and support. All staff comment on how they feel part of a team and that they are listened to and supported. The provider works hard to ensure that staff well-being is high. She organises well-being sessions and staff are encouraged to record positive comments about each other's practice. All staff benefit from shared planning meetings. This has a positive impact on the professional development of all staff.
• Staff work closely with parents to get to know children and their families. They act on information received during the settling-in process to ensure children are well supported when starting the nursery. Overall, parents are positive about the care their child receives. They comment that their child has 'flourished' and 'grown in confidence'. However, partnerships with some parents are not as strong. Weaknesses in communication means that some parents do not know who their child's key person is or how additional funding is spent.
• Children are active learners and they participate in all areas of their learning with enthusiasm. They show a keen interest in activities and staff encourage children to 'come and have a go'. However, staff do not always consider ways in which children can sustain high levels of focus and concentration. As a result, children are not consistently engaged in meaningful learning.

What the setting must and should do next

The provider should:

• improve communication with parents through strengthening the key-person system to share information about children's learning and progress
• extend opportunities for children to be engaged in activities that sustain their concentration and focus so that they are consistently engaged in meaningful learning.