Stepping Stones South Hills Nursery

What is it like to attend this early years setting?

Children have fun at the nursery. They arrive happy and eager to see what exciting activities they can get involved in. For example, after having a cuddle with their key person, babies eagerly want to scoop sand or look at books. Toddlers manipulate dough, extending their creative imaginations and older children work out how to stop water escaping through a hole. Children feel safe and secure and develop highly positive relationships with each other and the staff, who are kind and gentle. They respect and value the children's contributions and ideas. For example, while playing African drums, children notice the different sounds they make. Staff skilfully help them to understand how this is due to the different sizes of drum and/or stick. Older children have good opportunities to write and use letters and numbers. They encounter regular problem-solving to help them think and consider alternative solutions, for example, how to transport water.

Parents confirm how well their children are progressing since attending the nursery. They have nothing but praise for the staff, especially in narrowing any gaps in their children's development. Children with special educational needs and/or disabilities quickly receive any additional support they need, to ensure they can fully access the curriculum and make effective progress.

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

• The manager has an effective curriculum. She intends for staff to enable children to do as much as they can for themselves, while providing just the right amount of help for children to succeed. This they implement successfully. Staff consistently support toddlers in having a go, persevering and building resilience to setbacks. Children are eager learners and relish the opportunities to extend their knowledge and skills.
• Staff know the children well through their observations and partnerships with parents. This enables them to plan effectively for each child's next stage of development. However, sometimes, staff do not use all opportunities as they arise to help young children make even greater progress. For example, as children have fun with water, they leave wet marks on the ground with their feet. This quickly dries up in the sun, however staff miss the opportunity to help children learn about cause and effect.
• Staff provide some good support for children's language and communication skills. For example, they narrate what babies are doing and use words with gestures to give context to its meaning. They ensure every child gets a chance to talk and know when it is time to listen. Staff add new words to toddlers' developing vocabulary, using books and rhymes to help them to remember. However, on occasions, they repeat and use children's baby language, so children do not always hear correct pronunciations.
• The manager monitors and evaluates the quality of the provision well. With her deputy, she works directly with the children and staff, providing strong role models. She identifies areas for the whole team to focus on to ensure children receive consistently good quality teaching. The most recent emphasis has been on behaviour management and the next will be children's communication and language development.
• Children's behaviour is excellent. They develop consistently high respect for the environment and each other. For example, children have an impressive awareness of reusing, recycling and composting. They go on litter picks and know why it's important to keep beaches clean. Children of all ages learn to share exceptionally well. Staff have introduced timers and even toddlers happily part with their toy at the end of their turn. Some no longer need this aid and willingly share with their friends. Children collaborate impressively and comment spontaneously that teamwork is a good way to complete a task.
• Children are highly motivated and eager to participate. For example, at story time, toddlers are invited to join the group, which they all willingly do. They listen attentively, concentrate and enthusiastically answer questions and join in with actions. Staff maintain children's attention from start to finish. Older children concentrate intently on the task at hand and are not distracted by others.
• Staff ensure that children develop a healthy lifestyle. They have daily exercise and outdoor play to develop large-muscle skills. Children make healthy choices for their snack, such as whole fruits and discuss their favourite vegetables at lunchtime. Older children learn why they need to take care of their teeth and all children know the importance of good handwashing.

What the setting must and should do next

The provider should:

• focus staff development on supporting young children's language skills even further by ensuring they hear correct words and pronunciations
• help staff to become consistent in making the best use of impromptu situations, in order to support younger children to understand about cause and effect.