Stepping Stones Nursery School

Inclusion: Expected standard

Staff complete regular observations and assessment of children. This helps them to identify if children need any additional support. If gaps or delays are identified, staff are quick to put support plans in place to help children's progress. For example, if staff identify children are not reaching language milestones, they plan specific activities to support children to develop further. Staff have procedures in place to identify if children may have special educational needs and/or disabilities and recognise other barriers that may impact children's learning and development.

Staff work closely with parents to ensure there is consistency for children and to discuss next steps. They seek additional support and advice from other agencies when needed. Staff understand when they may need to make referrals to other professionals and the importance of doing this in the quickest time possible, to get help and support for children and their families. Staff understand who may be entitled to additional funding, and this is used to further support the children. For example, staff attend training to further their understanding of how to support children's communication and language needs. However, support is not always adapted effectively for younger children. At times, staff do not give children enough time to process language and respond. This can limit some children's ability to participate fully and develop their communication skills.

Curriculum and teaching: Expected standard

Leaders and managers plan and implement an ambitious curriculum that meets the needs of the children attending. Planning is based around providing children with new experiences and activities to excite and engage them. Staff complete regular observations and assessments of children to ensure they are making progress and to plan for their next steps in learning.

Overall, support for children's communication and language is effective. Staff introduce children to new words and help younger children to extend sentences. Older children show they are building conversation skills as they take turns to share their ideas and opinions and then listen to their friends. Younger children do not always have the same support. At times, staff speak at children and do not give them the time they need to process the information and respond or repeat words. This limits younger children's opportunities to process language, practise new vocabulary and develop confidence in communicating their own ideas and needs.

Children have ample time indoors and outdoors to extend their physical skills. They skilfully navigate balance bikes around obstacles, and they develop new skills and confidence as they climb and balance.

Staff plan activities to support children's understanding of nature and the world around them. Children learn about the changing seasons and how vegetables grow. For example, children plant potatoes and learn how to look after these. Staff plan activities so children can learn about other cultures and celebrations and celebrate what makes them unique.

Achievement: Expected standard

All children are confident and independent learners. This includes children with barriers to their learning. They show curiosity and perseverance when learning new skills. For example, children use their 'have a go' attitude as they keep trying to roll hoops. They show pride as they achieve this skill and laugh as they run after the hoops. Older children have good conversation skills and listen to instructions from staff, and they follow these well. Younger children do not always have the same opportunities and time to express themselves and develop age-appropriate language skills. During these times, younger children have limited opportunities to develop communication skills. Children are building lovely friendships with each other and showing that they understand sharing and turn taking. Children make good progress from their starting points and are well prepared for the next stage in learning, such as their move to school. Older children show their independence skills as they help to set the table for lunch, they carefully put out plates, cutlery and cups, and self-serve their own food.

Behaviour, attitudes and establishing routines: Strong standard

Staff have high expectations for children's behaviour and attitudes to learning. They implement consistent rules and highly effective strategies to support children to understand the expectations of the setting. Staff are good role models, and children are respectful towards each other. Staff implement particularly effective and consistent strategies to support children to recognise and manage their emotions. These are adapted to support children's individual needs. For example, when one child does not want another to join them at an activity, staff calmly talk to the child about why they feel like this and help them to include others in their play. If conflicts do arise, staff support children calmly to find solutions. For example, staff remind children about sharing and turn taking. This consistent approach enables children to work their problems out together. For example, when one child has all the potatoes in her bucket, she moves some of these into her friend's bucket so she can help to carry them.

Well-embedded routines meet the children's needs well, in addition, staff provide children with reminders about what is happening now and next. Managers ensure that parents understand the importance of regular attendance and punctuality and the impact this can have on children's learning and development. Staff provide children with lots of positive praise along with support to persevere at activities. As a result, children are independent learners and are confident to try new things.

Children's welfare and wellbeing: Expected standard

Managers and staff have recently reviewed policies and procedures to ensure they are meeting the changes made to the early years foundation stage statutory framework. Staff gather appropriate information when the youngest children start to ensure they understand and follow children's routines from home, this supports children to feel safe and secure. For example, they discuss baby weaning with parents to inform food preparation. Children are supervised well as they eat.

Staff create a welcoming environment where children feel safe, secure and confident to explore. Warm relationships with staff and peers help children to develop a strong sense of belonging, and older children are beginning to form positive friendships. Children learn about healthy eating and have ample time to be outdoors and build on their physical skills. Staff plan specific activities to support children to understand how to look after their teeth and the importance of this. In addition, staff teach children how to keep themselves safe online. Older children show increasing independence skills as they self-serve their lunch and tidy their spaces when finished. Although some younger children show they are trying to build on new skills, at times, staff are quick to step in and complete tasks for children, such as zipping up coats. At these times, children do not have the opportunity to develop new skills and complete tasks for themselves.

Leadership and governance: Expected standard

Overall, leaders and managers have effective oversight of the setting and the care provided for children. They are passionate in ensuring that children are provided with new experiences that support their progress in all areas of learning and development. Staff are supported well through regular one-to-one meetings. This provides them with the opportunity to discuss their wellbeing and identify professional development opportunities. Leaders organise additional training when required. This includes for when children have special educational needs and/or disabilities or for those with other barriers to their learning. For example, staff attend training to support children's communication and language skills. In addition, managers identify areas where staff practice could be strengthened, such as supporting children's communication and language and independence. However, the support put in place has not yet been fully embedded in practice. As a result, some children do not consistently receive the support they need to build these skills as effectively as they could.

Parents appreciate the care and support provided for their children and families. They comment on the friendly, caring staff and receive regular updates on their child's progress, next steps and how they can support their child's development further at home. This provides consistency for the children, for example, when they are potty training. Leaders work closely with parents and other professionals if they identify children need additional support. They understand the importance of making referrals in a timely manner to ensure that children get the help and support they need in the quickest time possible.