Stepping Stones Nursery School

Inspection of Stepping Stones Nursery School Granchester House, 5 Hinchley Way, Esher KT10 0BD

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children thrive in this exceptionally supportive and inclusive environment. They demonstrate that they feel extremely safe and cared for by fully engaging with all activities, adults and their peers. Huge smiles, squeals of glee and shouts of wonder can be seen and heard from children throughout the day. Staff support children to develop an excellent understanding of rules and boundaries. Children show extremely high levels of self-regulation and build strong relationships. For example, all children share resources, have excellent manners and behave exceptionally well.

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The provision is outstanding

Children learn new vocabulary through sharply focused interactions planned by staff. For example, as children explore worms in the soil, staff introduce words such as 'segment,' 'saddle' and 'minerals'. Children develop a love of reading through staff's inspiring and engaging storytelling and skilled use of props. Children rub their hands together in excitement of another story. Children have high levels of self-esteem and confidence. Staff offer praise and encourage children skilfully. Children show extremely high levels of concentration and mathematical knowledge. For example, during a group activity, all children are engaged and measure pretend spaghetti worms with rulers. Children excitedly order worms from shortest to longest and read and write numbers.

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The provision is outstanding

Children receive superb support to develop their balance and coordination skills. They explore the garden on trikes and build obstacle courses. They enjoy moving in new ways through exciting dance and action sessions. All children, including those with with special educational needs and/or disabilities (SEND) and children who speak English as an additional language, make rapid progress from their starting points. They are extremely well prepared for their next stage in learning, such as school.

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need to do better?

n The leadership and management are exceptional. Staff receive incredible support. Leaders expertly tailor training to meet the needs of children. Staff speak passionately about training they have undertaken and how they have used this to improve their practice. This ensures children receive the best possible teaching and learning. n Staff provide an ambitious curriculum that keeps children wonderfully engaged and enthusiastic in their play. Interactions with children are of a consistently high quality. As a result, children make exemplary progress in all areas. n Children with SEND are incredibly well supported. The special educational needs coordinator works closely with children's parents, staff and external agencies to ensure children get the support they need. Funding is sharply focused to meet

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need to do better?

22 April 2022 the needs of the most disadvantaged children and ensure they are exceedingly well prepared for school. n The setting has exceptionally strong partnerships for sharing information with parents. Parents say that staff are 'incredible' and that they treat children as though they 'are part of their family'. Staff communicate with parents in a range of ways, including through parents' evenings, newsletters, video calls and reports. They provide information for parents to extend children's learning at home. n Robust systems are in place to help staff get to know children when they join the setting. There is a highly effective key-person system. Therefore, staff identify children's starting points extremely well and any gaps in learning are swiftly noted and acted upon. n Staff work exceptionally hard to actively encourage and embed rules, such as 'kindness' and 'sharing', in practice. Staff are remarkably focused on supporting

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need to do better?

children to recognise and communicate their feelings. As a result, children demonstrate very high levels of respect for others and can manage their own behaviour extremely well. n Children flourish in their communication and language skills and they are constantly introduced to new vocabulary. For example, children understand and use the word 'germination' in their play. Older children practise their language skills during imaginative play, where they act out and narrate made-up stories during their own puppet shows. n Children learn all about eating healthy and nutritious food. They tell visitors about the vegetables they have grown at the nursery. Children have the opportunity to help chop vegetables up ready for their snack. n Children display high levels of involvement in exploring outdoors. They move confidently in the outdoor area, exploring a vast range of opportunities. Children manage risks exceptionally well. They help each other to move the slide,

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need to do better?

explaining that they need to look on the ground before placing it down so they do not 'squash their toes'. n Children have wonderful opportunities to learn about the diverse world they live in. Staff help children to learn about festivals and events that are important to them and their friends. Staff learn key words in children's home language as they play games and sing songs together. Parents come in to speak with the children about different cultures and festivals, including weddings and Eid. Children gain an excellent understanding of the differences and similarities in people's ideas and beliefs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff have a detailed knowledge of safeguarding. All staff complete safeguarding training regularly throughout the year to ensure their knowledge is kept updated. The manager regularly asks staff safeguarding questions as part of everyday practice to check their knowledge and identify any gaps in their understanding. Staff have a clear understanding of the signs and

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Safeguarding

22 April 2022 symptoms of abuse. They know who to report their concerns to and would have no hesitation in doing so. Robust recruitment practices ensure staff are suitable to work with children. Risk assessments are detailed and thorough. Children are given plenty of opportunities to learn about their own personal safety and to risk assess activities for themselves.

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Setting details

Unique reference number EY475647 Local authority Surrey Inspection number 10128753 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

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inspection

Total number of places 65 Number of children on roll 120 Name of registered person Sellers, Alison Jane

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reference number

Telephone number 0208 398 1955 Date of previous inspection 11 July 2016

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Information about this early years setting

Stepping Stones Nursery School at Granchester House in Esher, Surrey, registered in 2014. The nursery is open Monday to Friday, from 7.45am to 5.45pm, during term time only. The provider employs 22 members of staff, 18 of whom hold appropriate qualifications. The nursery school receives funding to provide free early years education for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector looked at relevant documentation and evidence of the suitability of staff working on the premises. n The manager joined the inspector on a learning walk. She talked to the inspector about the curriculum and what they want the children to learn. n Children spoke to the inspector about their time at the nursery. n The inspector observed the quality of teaching, during activities indoors and outdoors, and assessed the impact this has on children's learning. n The special educational needs coordinator spoke to the inspector about how they and other designated staff support children with SEND.

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Inspection activities

We carried out this inspection 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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Inspection activities

22 April 2022 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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