Stepping Stones of Sopley

What is it like to attend this early years setting?

Children are confident to come into the welcoming nursery. Staff greet children warmly and support them to be independent. For example, staff encourage them to hang their coats up and put their lunch boxes away. Children develop close friendships and learn how to cooperate in their play. For instance, they happily work together taking turns to build a wall with large bricks, and give each other praise as they create collages.

Staff know their key children particularly well and are able to recognise when they need reassurance. For example, staff comfort children while supporting and encouraging them to try different activities. They provide all children with a range of activities that are planned to meet their individual needs and interests. For instance, children show a keen interest in the birds and insects in the garden and enjoy making bird feeders. Children make good progress in their learning and development.

Staff support children to develop their understanding of risk. Staff teach children how to use equipment and help them to learn how to stay safe. For example, staff demonstrate how to use scissors safely and talk about being aware of others when riding the bicycles.

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

• The manager has worked hard since the previous inspection to make significant changes to improve the quality of the provision. They have a clear vision for the future of the nursery. The manager has liaised with outside professionals and acted on their advice to help improve staff's knowledge of how to implement the curriculum. Staff plan purposeful learning opportunities for children that they know will keep them interested and motivated to learn. This has had a positive impact on the quality of care and learning that children receive.
• Staff talk positively about the changes that have been put in place. They feel supported by the manager and committee. Staff have regular supervisions and have attended training to improve their knowledge. In addition, the manager closely monitors staff practice. For example, she provides feedback to help them to improve, and identifies additional training needs. However, the manager has not fully developed staff's understanding of their roles and responsibilities to ensure that staff consistently provide a high standard of teaching.
• Children's behaviour has greatly improved since the last inspection. The manager recognises the positive impact of changing the routine on children's behaviour. For example, children enjoy having the freedom to choose to play either inside or outside for most of the day. Staff teach children to value and respect each other. For example, staff encourage turn taking and sharing, and give children clear explanations of why some behaviour is unacceptable.
• Staff support children's enjoyment and engagement in their favourite stories. For example, children relax in cosy areas with staff and enjoy listening to stories and discussing the pictures in the book. However, on occasion, staff do not give children the time they need to think and then respond to questions, in order to extend their communication and language skills further.
• Children with special educational needs and/or disabilities (SEND) are well supported. The special educational needs coordinator is very knowledgeable and supportive of parents and staff. She works with different specialists to support children's individual needs. Children with SEND make good progress.
• Staff support children with their physical development well. They encourage the children to use their imaginations to challenge themselves physically. For instance, children enjoy building with the tyres and delight at rolling them down the garden. Staff celebrate with the children as they discuss whose tyre has travelled the furthest. Children excitedly encourage their friends to have a turn.
• Parents are extremely positive about the nursery. They say that they and their children have good relationships with the staff, especially their child's key person. Parents receive regular information about their children's learning and development. For example, parents recently enjoyed attending a parents' evening, where their children's progress was discussed with them.

What the setting must and should do next

The provider should:

• build further on staff's understanding of their roles and responsibilities in relation to supporting children's care and learning, to help to raise the quality of teaching to a higher level
• strengthen staff practice in allowing children enough time to think things through and share their ideas, to further develop their communication skills.