Stepping Stones Nettleham

Stepping Stones Nettleham Village Hall, Brookfield Avenue, Nettleham, LINCOLN, LN2 2SS

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Inspection date

Previous inspection date 17 May 2016 9 July 2012

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Children are happy, confident and secure in the welcoming nursery environment. Practitioners take time to settle children into nursery and form close relationships. They know children well and are extremely sensitive to children's individual needs.  The managers and staff reflect on the quality of provision. They recognise the current strengths and weaknesses and have set targets for further improvement. There is a strong drive to continually raise standards and promote the best possible outcomes for children in the future.  Parents give many positive examples of how staff support their children's care, learning, development and emotional well-being. They receive regular and accurate progress reports to help them build on their children's learning in the home.  The nursery is clean, safe and secure. The environment is risk assessed and a variety of procedures is used to minimise potential hazards to children.

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This provision is good

 Children's behaviour is good. Staff use effective methods to motivate children to behave well and to try hard. They consistently recognise individual achievements and give praise for children's efforts.

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It is not yet outstanding because:

 The arrangements for monitoring children's progress are not used frequently enough to make sure that planning is always sharply focused on precisely what each individual needs to learn next, in order to make rapid progress.  Quieter, less-confident children are not consistently supported well enough to play an active role in group activities.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 make more frequent use of monitoring processes to plan very precisely for individual children's learning and increase the potential for them to make rapid progress  give quiet, less-confident children the support and encouragement they need to play an active role in group activities.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector talked to children at appropriate times throughout the inspection.  The inspector completed a joint observation and held discussions with the manager and all other members of staff.  The inspector held a meeting with the managers. She looked at relevant documentation, such as the pre-school's self-evaluation, policies, children's learning journals and registers.  The inspector spoke to a selection of parents during the inspection and took account of their views.  The inspector saw evidence of the qualifications and suitability of all persons working on the premises and other documentation in relation to the safeguarding and welfare requirements.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Staff have a good understanding of how to keep children safe and know how to report any concerns. They complete risk assessments to help keep children safe. The managers support the staff well. They regularly meet with them to discuss their practice and training needs. Staff attend training courses to develop their teaching practice even further. The managers are very committed to providing a good quality service for children and their families. They regularly seek the views of parents, staff, children and other professionals to help improve outcomes for children. Staff have good links with teachers and support children's move to school well. Staff take children to visit the school with their friends, to help them become familiar with the new environment.

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Quality of teaching, learning and assessment is good

Staff plan activities that follow children's interests and help them make the next steps in their learning. Staff use their observations of children to make accurate assessments of their learning and development. Staff ensure that parents regularly contribute to this assessment process and are encouraged to share information about their children's interests. This helps staff plan effectively for the next steps in children's learning. Staff provide a good range of stimulating activities to meet children's needs and extend their learning. For example, while children play with a range of props from a story sack, staff introduce mathematical language to help children develop an awareness of quantities. Children have opportunities to take part in a wide range of activities. The older children learn about how to grow cress as they discuss what to plant it in and how to prepare the seeds.

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Personal development, behaviour and welfare are good

Staff are attentive to children's needs. They interact with children in a calm and gentle manner. Gentle prompts and the use of visual reminders help all children to understand how to maintain positive behaviour. Staff provide a very welcoming environment. Toddlers develop confidence as they explore the environment. Settling-in sessions are used well to ensure that children experience a smooth move into the nursery and between rooms. Children confidently use the good range of resources available to them and lead their own play. Staff skilfully encourage children to manage their own personal needs independently. They know they need to wash their hands before eating. Children play outside every day, which helps to promote their physical well-being. Staff provide good opportunities for children to learn how to manage risks safely.

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Outcomes for children are good

All children, including those in receipt of funding, are working comfortably within the range of development typical for their age. Children with additional needs are monitored and supported well so that they make good progress from their starting points.

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Setting details

Unique reference number EY435063 Local authority Lincolnshire Inspection number 1042147 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 12 Total number of places 40 Number of children on roll 27 Name of registered person Stepping Stones Nettleham Partnership

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reference number

Date of previous inspection 9 July 2012 Telephone number 07599 546426

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reference number

Stepping Stones Nettleham was registered in 2011. The nursery employs nine members of childcare staff. Of these, seven hold appropriate early years qualifications at level 3 or above, including one with early years professional status. The setting opens on Monday, Tuesday, Thursday and Friday during school term times, from 7.30am until 6pm. On Wednesdays it opens from 7.30am until 1pm. The nursery also runs a holiday club from 7.30am until 6pm Monday to Friday. The nursery provides funded early education for two- , three- and four-year-old children.

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reference number

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the early years foundation stage.

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reference number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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reference number

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reference number

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reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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