Stepping Stones Nursery

What is it like to attend this early years setting?

Children are happy and have formed good relationships with their key person. Settling-in sessions are tailored to individual children as staff recognise that some children may take longer to settle than others. Babies settle quickly and demonstrate they feel safe, giving them the confidence to explore the room independently. Transitions to other rooms are also well supported.

Staff have good knowledge of child development and are aware of when children may require additional support. There are clear plans in place to support children with special educational needs and/or disabilities (SEND). This helps to ensure all children can make good progress and be ready for their next stage of learning, including school.

Staff model a range of positive behaviours and teach children about different emotions. This helps to support children to understand how they are feeling. For example, staff ask children about times when they have felt happy or shocked and explore these feelings in more detail. Staff plan a range of exciting activities that allow children to have choices in where they play. As a result, children become engaged in their learning. For example, children are interested in a local carnival taking place. They enjoy in dressing up with garlands and blow horns to replicate the sounds from the carnival.

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

• Children's opinions are highly valued. A 'pre-school council' ensures children have a voice within the nursery. The council takes part in meetings at a nearby café to discuss a variety of topics. This gives children an immense sense of pride and helps them to feel valued.
• The nursery forms an integral part of the local community. Educational trips and outings are carefully planned to teach children how to become active citizens. Children visit the local residential home to meet and engage with residents. Likewise, residents visit children in the nursery. This teaches children further about who lives within their local community. Children also take part in activities, such as litter picking and sponsored walks, to raise money for charities that are relevant to families attending the nursery.
• A well-sequenced curriculum builds on children's knowledge as they move through the nursery. Staff complete regular assessments to identify any gaps in children's learning. Leaders and managers regularly meet with staff to discuss children's progress. This gives a clear oversight of the nursery and helps to identify any additional training needs for staff. For example, there has recently been a focus on supporting children's listening and attention skills.
• Staff skilfully embed a range of mathematical language within play and daily routines. For example, staff use language such as 'heavy' in context. Additionally, staff provide children with mathematical problems, such as asking how many more cups they might need for all of the children. This helps to provide children with number problems in context.
• Children's language is generally well supported. Staff model a range of words to children clearly and engage in discussions. However, while children are confident in their learning and ask a range of questions, opportunities for staff to extend children's language and thinking skills further in a meaningful way, are sometimes overlooked.
• Children are extremely independent and love to help. At mealtimes, children help to hand out plates and cups to their friends. Children pour their own drinks and serve themselves. Staff give children small jobs to complete like putting away a book. Children thrive on these additional responsibilities.
• Leaders and managers are passionate and dedicated to their role. Apprentices are well supported and qualified staff have opportunities to pursue higher qualifications to deepen their understanding of child development. The manager regularly checks in on staff's well-being. Along with robust recruitment processes and highly focused professional development opportunities, this ensures suitable people are recruited and retained.
• Partnerships with parents are strong. Staff ensure parents are fully involved in nursery life and their children's learning. The nursery shares information with parents through an online app that parents value. The manager holds regular meetings with a panel of parents. Together with questionnaires, this helps to determine areas for development. Parents are able to attend workshops in the setting, for example, to help them understand about their children's readiness for school. Parents value these and the information shared.

What the setting must and should do next

The provider should:

• further develop staff's ability to extend children's language and thinking skills in a meaningful way.