Stepping Stones Day Nursery (Stanground)

Stepping Stones Day Nursery (Stanground) School Bungalow, Oakdale Avenue, Peterborough, Cambridgeshire, PE2 8TD

p.1

Inspection date

Previous inspection date 15 February 2017 21 October 2016

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Parents speak highly of the nursery and the staff. Communication between staff and parents is exceptionally good, enabling all parents to be fully involved in their child's care and learning at nursery.  The owners, managers and staff have worked tirelessly to strengthen their understanding of safeguarding, including the thresholds for making referrals. All of the weaknesses identified at the last inspection have been thoroughly addressed.  The stable staff team is skilled and enthusiastic. Staff know the children well and plan enjoyable activities that motivate them to explore and learn. All children make good progress from their starting points.  Children have warm and affectionate links with all the staff in this small and friendly nursery. They demonstrate that they are happy, content and feel safe.  Children's communication, language and literacy are given a high priority. Staff provide children with many examples of all kinds of print. They involve children in enjoyable

p.1

This provision is good

conversations and story times, promoting confidence in their speaking and listening skills.

p.1

It is not yet outstanding because:

 At times, staff do not make the most of opportunities during children's spontaneous and self-chosen play to extend and deepen children's learning.  Children do not have sufficient opportunities to learn more about their own local communities.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 make the most of all opportunities to support children in their self-chosen activities, in order to extend and enhance their learning experiences  provide children with a greater range of experiences that help them to learn about their own and the other communities around them.

p.2

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 spoke with staff and children during the inspection. She looked at development records and the activities planned for the children.  The inspector completed a joint observation with the manager. The action plan for improvement was looked at and discussed.  The inspector held a meeting with the manager and one of the providers. She looked at relevant documentation, including evidence of the suitability of staff working in the nursery, training records and some policies and procedures.  The inspector spoke to a small number of parents during the inspection and took account of their views as expressed in the parent survey.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. Managers and staff are well trained in child protection procedures. They have a good understanding of the action to be taken if children are at risk of abuse or neglect. The provider has robust recruitment procedures to help ensure anyone working with children is suitable to do so. Managers review staff's ongoing suitability at supervision meetings. Staff have frequent opportunities to share their ideas with managers and each other. They discuss teaching practice and visit other settings to expand their knowledge. Staff supervise the children effectively and thoroughly check the premises to ensure all areas are safe and secure. Staff work closely with other professionals, such as specialist teachers and other local settings. They share what they know about the children to provide continuity in their care and learning.

p.3

Quality of teaching, learning and assessment is good

Managers and staff monitor children's development closely and use their good knowledge of the children well to plan for their learning. Children enjoy the activities and take part with enthusiasm. They learn to use numbers, count out loud with confidence and plot their growth on a height chart. A visiting art teacher encourages children to explore a wide range of textures and colours. They make models with recycled materials and experiment with flour and water. Staff introduce children to different music. For example, children dress up and dance to popular film themes. Staff are sensitive to children's differing characters. They attentively support quieter children to join in and make the most of lively activities, such as ball games.

p.3

Personal development, behaviour and welfare are good

Staff work closely with parents when children first start at the nursery. They collect detailed information to effectively meet children's needs and understand about their family backgrounds. All areas of the nursery are thoroughly checked at intervals during the day to ensure children play safely. Children are praised for good behaviour. Staff support and help them to develop their sharing and turn-taking skills. Children have good opportunities to develop their physical skills as, for example, they play with balls in the garden. They enjoy wholesome, delicious meals in a pleasing and social environment. Vegetables from the kitchen garden are harvested to help children understand where their food comes from. Staff encourage children to be independent. They support children to cut up their fruit, put on their shoes and coat, and tidy away their toys.

p.3

Outcomes for children are good

All children, including those receiving additional funding, make good progress in their learning according to their starting points. Children play cooperatively together as they make models from dough. They have a keen interest in making marks with paints, pencils and crayons. They listen carefully to staff during story times and older children confidently identify the sounds and letters in their names. Those children going to school learn about their new teachers and classrooms. They have school uniforms to dress up with and join in school events. Children are well prepared for their entry into Reception classes.

p.3

Setting details

Unique reference number 256828 Local authority Peterborough Inspection number 1078102 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 5 Total number of places 17 Number of children on roll 26 Name of registered person Stepping Stones Nurseries Partnership

p.4

reference number

Date of previous inspection 21 October 2016 Telephone number 01733 563 116

p.4

reference number

Stepping Stones Day Nursery (Stanground) was registered in 1989. The nursery employs four members of childcare staff, all of whom hold appropriate early years qualifications at level 3, including the manager. The nursery opens Monday to Friday all year round, except for one week at Christmas. Sessions are from 8am until 5.30pm Tuesday to Thursday. On Monday the nursery closes at 3.30pm. The nursery provides funded early education for two-, three- and four-year-old children.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

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

p.5