Stepping Stones Day Nursery

Inspection of Stepping Stones Day Nursery Suite 7 & 8, 48 Westgate, SKELMERSDALE, Lancashire WN8 8AZ

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Overall effectiveness Good

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

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The provision is good

Babies are well cared for and the atmosphere in the room is calm and tranquil. They are highly engaged with their surroundings. Babies pick up the dried oats and drop them from a height, stimulating their curiosity. They laugh in delight and clap as the oats fall. Staff skilfully link nursery rhymes to activities and develop children's use of single words.

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The provision is good

Children display impressive concentration levels when completing tasks. Toddlers love filling and emptying water. Pre-school children discuss and explore different occupations and how their roles assist the community. Children are imaginative and explore in various ways. For example, older children pretend to be firefighters and work collectively to extinguish a pretend fire. Children learn to adopt perseverance when their cars reach the end of the physical racetrack and need to land in a safe way.

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The provision is good

Children behave reasonably and demonstrate that they feel safe and secure. Staff support children in dealing with any disagreements that arise in an effective and controlled way. For example, they praise toddlers who use 'kind hands' to share, when prompted by staff. When playing outdoors, older children wish to ride the bicycle and are reminded of the importance of taking turns. This activity helps children to grow in a positive environment and become fully aware of their actions.

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need to do better?

n The swift intervention measures for children with special educational needs and/or disabilities (SEND) are excellent. Staff teach non-verbal children to communicate using pictorial prompts and relevant gestures. They encourage children to fully partake in activities and be involved with children of the same age group. The manager has proactively developed a sensory area which provides a range of hands-on resources to support children with SEND. The area provides the sensory stimulation needed to create a relaxing space for children to manage their feelings effectively. n Additional funding, such as the early years pupil premium, is used productively. Staff have received additional training on a range of assessment tools for children with speech delay. However, the impact cannot be fully determined as the trial is in its early stages. n Staff help to broaden children's knowledge of the world around them. They

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need to do better?

provide experiences, such as celebrating the Queen's Jubilee, through books and exciting conversations. This helps children to develop a greater understanding of the world around them. n Staff guide toddlers and assist them on how to separate the herbs from the stalk. This helps strengthen children's small muscle skills. Together, children

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need to do better?

26 May 2022 enjoy experimenting with fragrances, commenting on the ones they like and dislike. That said, staff do not always identify precisely what they intend children to learn when planning activities. Sometimes, they try to cover too many things at the same time. On occasion, this can be confusing for children. n Independence is promoted, and children enjoy their sense of responsibility. Children remember to wash their hands after using the bathroom and before eating, incorporating healthy habits into their daily lives. Their independence provides them with confidence and prepares them for school. n Children are offered a range of vegetables to explore. They develop their understanding of healthy meals and are encouraged to try new foods. Children show a particular fascination for beetroot. n Parents state that they feel well informed about their children's learning and development practices. They praise the strong communication between the

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need to do better?

nursery and home, creating a positive continuation of learning. n The manager has a clear focus on staff well-being. She provides regular professional development opportunities for all staff. However, support does not precisely identify what staff need to do next in order to raise the quality of their teaching further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have a thorough knowledge of the signs that may indicate a child is at risk of harm. They know who to report their concerns to within the nursery and to external agencies. Staff understand the procedures to follow should an allegation be made against a fellow member of staff. They are confident that the manager will act on their concerns. There are adequate procedures to keep children safe, and all doors into the nursery are secure. This measure means children cannot leave the building unsupervised, protecting them from harm.

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should:

n support staff to always be clear about what they intend children to learn, so that children can make the best possible progress n strengthen the use of strategies to consistently support individual children's communication and language development n focus staff supervision more precisely on raising staff teaching skills to the highest level.

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Setting details

Unique reference number EY488543 Local authority Lancashire Inspection number 10236651 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 88 Number of children on roll 88 Name of registered person Boylan, Cheryl Toni

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reference number

Telephone number 01695 550255 Date of previous inspection 10 August 2016

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Information about this early years setting

Stepping Stones Day Nursery registered in 2015 and is privately run and managed. It is situated in Skelmersdale, Lancashire. The nursery employs 18 members of childcare staff. Of these, 17 hold appropriate early years qualifications at level 2, 3 or 6. The nursery opens from 7.30am to 6pm, Monday to Friday, all year round. It provides funded early education for two-, three- and four-year-old children.

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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 manager showed the inspector around the nursery. She discussed with the inspector how the curriculum and the experiences for children are planned. The inspector viewed the inside and outside spaces used by the nursery. n The inspector observed the quality of education during activities and assessed the impact on children's learning. The manager and the inspector evaluated a few activities together. n The inspector looked at a sample of the nursery's documents, including evidence of training and the suitability of staff. n The inspector spoke to children and staff as part of the inspection. n Parents spoke to the inspector to provide their views on the nursery.

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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

26 May 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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