Stepping Stones Nursery

Inclusion: Expected standard

The provider is passionate about providing an inclusive nursery where children can thrive. Staff carry out regular observations and assessments of children's learning to identify any gaps or delays in learning at the earliest opportunity. Targeted plans are implemented to focus on areas where children need the most support. Staff work closely with parents to agree plans and work together on strategies to help close any gaps or remove barriers to learning. Leaders understand how to use any additional funding to extend children's learning.

Staff provide extra support for children who speak English as an additional language. They learn key words, or introduce nursery rhymes, in home languages, to promote language and communication skills further.

Partnerships are developing with other agencies and professionals who may be involved in children's care. Staff understand how to work closely with health visitors, speech and language therapists and any other health professionals involved in children's care. This helps to create a shared approach to improving outcomes for children.

Curriculum and teaching: Expected standard

The curriculum is in the early stages of implementation. Leaders have a clear vision about what they want children to know and when. Staff have sufficient understanding about how to structure learning to build on what children already know and can do. Staff adapt their teaching to consider the age of children attending. However, not all staff have the knowledge and skills to ensure the curriculum is sequenced well. At times, while staff provide many activities and experiences for children, they do not focus their planning precisely enough on what children need to learn next. In addition, not all staff are skilled at using high-quality interactions to extend children's learning to a higher level.

There is a strong focus on helping children to feel emotionally secure and develop communication skills. Staff generally teach children well. They encourage children to join in activities to develop their small- and large-muscle skills. Children show high levels of engagement. Staff model words as children explore sand and water. Children learn about mathematical concepts such as capacity and size. Staff support children to develop physical skills. Children demonstrate pride as they successfully pedal tricycles.

Achievement: Expected standard

Parents are very complimentary about the care their children receive. They particularly praise the efforts staff make in getting to know their children as individuals and helping them to feel emotionally secure. Parents say that they have seen progress in a very short period of time. They say that children are more confident and that they are learning new words and communicating more at home.

Children develop the key skills they need to prepare them for the next stage of their learning, including school. Children are developing independence. They hang their coats and bags up on their named pegs and choose what they want to play with. Children copy and repeat the words staff model, which helps to develop their vocabulary. Physical skills develop as children balance on stepping stones and ride wheeled toys outside.

Behaviour, attitudes and establishing routines: Expected standard

Most staff understand how to support children to learn what is expected of them. They remind children what they want them to do and refrain from telling them what they do not want them to do. For example, if children run indoors, they remind them to use 'walking feet'. Leaders have identified that some newer staff are still working on adapting their response to behaviour in line with the nursery's approach. These staff are benefiting from ongoing training and further support from leaders. The provider is confident that this will help establish a more consistent staff approach when supporting children to understand what is expected of them.

Staff treat children with warmth and respect. They are beginning to understand their individual needs and circumstances. Children have a positive approach to learning. They are beginning to understand the routines in place. Children arrive punctually and attendance is good. There are times when children demonstrate that they know what is expected of them, for example they put aprons on before playing with water. Children maintain their focus and attention when they are enjoying activities. They clearly like playing with their friends. They have so much fun they are reluctant to leave at the end of the session.

Children's welfare and wellbeing: Expected standard

Leaders understand that children need to feel happy and secure to gain the most from their time at nursery. They ensure that children benefit from gradual settling-in sessions to help them and their families become familiar with the staff and the new environment. Parents stay with their child and staff work with them to agree when children are ready to spend time at nursery alone. Staff ensure that they adapt their approach to consider individual children's needs and levels of confidence.

Staff create a warm, welcoming atmosphere where children show that they feel safe. Children are happy to respond to staff and join them at activities. Children form close bonds with staff and are beginning to develop friendships with their peers. Staff are attentive to children's needs. They support children with toileting and handwashing when needed. Staff support children to develop healthy lifestyles. Children benefit from healthy snacks and have daily opportunities for fresh air and exercise.

Leadership and governance: Expected standard

During the inspection, it was identified that the provider had breached safeguarding requirements in respect of recruitment and vetting. References for some staff had not been obtained from their most recent employer and the overall vetting and recording systems were not robust. However, the provider took immediate action to ensure that the appropriate checks were made to demonstrate that staff were deemed suitable.

The nursery has only recently opened. Leaders are beginning to evaluate any strengths and have already identified some areas for development, including supporting staff further with how to promote positive behaviour more effectively. They work closely with families. Parents have the opportunity to attend the wider services in the nursery building, including support for breastfeeding, behaviour management and help with accessing further education and exams. This holistic view to supporting families helps to develop a shared approach to improving outcomes for children.

Staff benefit from regular meetings and individual supervision sessions. This helps leaders to identify further training to enhance staff skills. Staff praise leaders for the support they get to promote their personal wellbeing and welfare.