Stepping Stones Nursery

What is it like to attend this early years setting?

Children separate easily from their parents. Staff greet parents as children arrive, quickly exchanging information, as children are eager to start their day. Staff are sensitive and kind to children. They ask children if they would like a cuddle or hold their hand as they enter the setting. Children play freely until they join their peers to participate in circle time activities. During group time, young children happily sway to the tune of familiar songs and rhymes.

Older children hold hands, rocking forwards and backwards to 'Row, row, row, your boat', laughing and giggling as they scream at the end and calling 'again, again' in enjoyment. All children have daily opportunities to listen to stories, requesting favourite books and recalling key events. They anticipate what is going to happen next with their friends.

All children have access to a wide range of resources in the enclosed garden. Staff pride themselves on being able to offer activities, both inside and out. A mud kitchen and shop provide opportunities for role play. Bikes, trikes and a slide enable children to practise using large muscles to develop physical skills in a well-supervised area.

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

• Leaders promote independence as a high focus for children's learning. Staff share how they encourage children to be self-sufficient. For instance, children wash their hands for snacks and meals and put on their coats and hats prior to going outside. However, on occasion, some staff miss opportunities to develop independence, as they wipe children's noses, cut fruit, and serve lunch for children.
• Children enjoy playing the part of a 'shopkeeper'. Customers exchange 'money' for goods after deciding what they would like to buy. Staff ask effective questions to initiate conversations about previous experiences of shopping that children have had. Children explain, 'You buy bread at the bakers, meat at the butchers or you can do a "big shop" at a supermarket.'
• Staff regularly assess their key children's development. They make observations during children's play and upload the information onto an online application. Key workers identify next steps for each child, to support new learning. Staff plan together to ensure they are aware of differentiated learning intentions for children at different stages of development. This supports all children to make the best possible progress.
• Children are well behaved. Staff work well together, and tasks are shared. Staff deployment is mostly good. However, some routine events are not planned well, such as mealtimes for older children. Some children remain waiting to be served lunch, as others request more food. While their peers are still eating, children leave the table to wash their hands, as they have finished.
• Staff communicate with parents both face to face and via an online application. Photographs, observations, and updates on children's development are regularly uploaded for parents. They are also given information about their child's day on collection. Parents feel very happy with the level of communication they receive. They describe staff as 'caring' and feel their children are safe.
• Staff feel happy and valued by the manager, who is passionate about developing staff practice. Room leaders and managers observe practice to identify areas for development. All staff have regular supervision and access to ongoing professional development through training. Staff are supported to gain further childcare qualifications, and staff retention is good.
• Leaders and managers share how they adapted provision during the COVID-19 pandemic. Families were supported with regular 'keeping in contact' phone calls and home learning packs. Leaders and managers continue to provide home learning packs for pre-school children, as parents enjoy supporting their child's learning.

What the setting must and should do next

The provider should:

• sequence everyday routine activities to support and encourage children's independence
• develop staff teaching skills to make the most of all opportunities to extend children's learning to the highest possible level.