Stepping Stones Day Nursery and Nursery School

Stepping Stones Day Nursery and Nursery School 5 Edington Square, Witney, Oxfordshire, OX28 5YT

p.1

Inspection date

Previous inspection date 14 May 2018 13 December 2017

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

 The nursery is well led and managed. Leaders are focused on raising standards and their self-evaluation is reflective and thorough. They consistently review the provision and make effective changes to continually improve.  Leaders effectively track individual and groups of children's progress. Staff identify any gaps in children's learning and work with parents and other professionals to implement development plans. All children, including those learning English as an additional language, make good progress in relation to their starting points.  Staff use many successful ways to keep parents informed of their children's learning.  Staff are warm and caring. They take time to get to know the children in their care, particularly when they first start, so they settle quickly and easily. Children behave well and learn to manage their behaviour effectively.  Leaders deploy staff well to maintain ratio requirements and to supervise children

p.1

This provision is good

closely. Children learn to manage risks cautiously, such as climbing and balancing.

p.1

It is not yet outstanding because:

 Leaders have not fully considered all ways to enhance and monitor staff's ongoing performance to raise the good quality of teaching to an even higher level.  Staff do not consistently provide the highest levels of challenge and extend reflection and thought to optimise pre-school children's independent learning.

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

 strengthen the procedures for monitoring staff practice and precisely identify and target any weaknesses in teaching and enhance their training opportunities  provide even greater levels of challenge for pre-school children and extend opportunities to think and learn independently.

p.2

Inspection activities

 The inspection was conducted by two inspectors. The inspectors observed activities in the three main base rooms and garden.  One inspector carried out a joint observation with the manager and checked evidence of the suitability and qualifications of staff working with children.  The inspectors looked at relevant documentation, including planning and a selection of the setting's policies and children's records.  The inspectors held meetings with the owner, and the manager. They spoke with staff and children at appropriate times throughout the inspection.  The inspectors took account of the views of parents spoken to during the inspection.

p.2

Effectiveness of the leadership and management is good

Since the last inspection, leaders have reviewed all aspects of leadership and management and raised the quality of the provision effectively. Actions from the last inspection have been addressed successfully. There are effective systems to monitor children's progress. Staff identify the next steps in children's learning and act swiftly to close any potential gaps in their development. Safeguarding is effective. All staff have a thorough understanding of their responsibilities to protect children and keep them safe from harm. For example, staff follow detailed risk assessments of the premises and activities to keep children safe. Leaders implement effective recruitment procedures to ensure the suitability of all staff working with children. Overall, staff receive individual support meetings where they can discuss their own development.

p.3

Quality of teaching, learning and assessment is good

Staff effectively use information gained from observation and assessment training to plan for children's learning. They plan a range of stimulating activities that supports children's physical skills and confidence. Children have many opportunities to engage in imaginative play indoors and outside. Children talk about their families and familiar experiences, and at times staff ask questions that further extend conversations and their communication skills. Staff successfully provide resources that enrich all children's mathematical learning. For instance, children explore number stencils in the sand, numbered parking spaces for their ride-on toys and they enjoy pouring water into different containers. This supports children's understanding of number recognition, shape and size.

p.3

Personal development, behaviour and welfare are good

Children's personal development is promoted well. Staff provide supportive key-person arrangements. They create an enjoyable and interesting learning environment. There is a good range of toys and resources to support children's learning for all areas of their development. Staff support children to understand the importance of living a healthy lifestyle. They provide healthy meals and snacks and daily opportunities for fresh air and play outside. Children learn to negotiate space, move their bodies in different ways, take turns and play well together as they climb on equipment. Children behave well and respond positively to staff. They develop good independence and learn to manage their own personal hygiene and serve themselves at mealtimes. Children have opportunities to develop their understanding of the world through outings and themes that interest them. This helps them learn about different people, their communities and cultures.

p.3

Outcomes for children are good

Children play with good levels of concentration. Babies enjoy exploring a variety of sensory experiences and develop confident physical skills. Toddlers have lots of opportunities to be creative. Older children explore and make discoveries during play indoors and outside. Children's language skills grow as they sing nursery rhymes and listen to stories. Children develop a wide range of skills in readiness for their move to school and the next stage in their learning.

p.3

Setting details

Unique reference number EY258333 Local authority Oxfordshire Inspection number 1120094 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 0 - 5 Total number of places 75 Number of children on roll 54 Name of registered person Stepping Stones Day Nursery & Nursery School Limited

p.4

reference number

Date of previous inspection 13 December 2017 Telephone number 01993 708822

p.4

reference number

Stepping Stones Day Nursery and Nursery School registered in 2003. It operates from purpose-built premises over two floors, in a residential area of Deer Park in Witney. The nursery accepts funding for the early education of children aged two, three and four years. It is open each weekday from 7.30am to 6pm all year round, excluding bank holidays. The nursery employs 12 staff. Of these, 10 staff hold appropriate early years qualifications from level 2 to level 7.

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