Stepping Stones Day Nursery

Inspection of Stepping Stones Day Nursery 99 Church Road, Urmston, Manchester, Lancashire M41 9FJ

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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 Requires improvement

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The provision is good

Children are happy and say they feel loved in this friendly nursery. Staff offer kind and caring relationships to children and their families. This helps all babies and children to feel secure and settled in the nursery. From the basis of these strong relationships staff get to know children well and can provide care and education to meet their individual needs.

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The provision is good

Since the last inspection the provider has made improvements. Leaders have introduced a clear and sequenced curriculum. The processes for effective professional development for staff have been implemented. These changes have helped staff to provide a higher quality of education for children. As a result, children are making good progress in their learning and development. For example, babies learn the actions of their favourite rhymes. Toddlers master how to move their bodies and the oldest children confidently talk about their feelings. Children are well prepared for the next steps in their education.

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The provision is good

Staff are positive role models. Children learn to behave co-operatively with one another. For instance, children wait patiently for their turns and talk kindly to others. Children particularly enjoy exploring the exciting outdoor area that has been designed to stimulate their senses. Children smile as they splash in puddles and spot planes in the sky.

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need to do better?

n The provider has developed an ambitious curriculum that fosters independence and positive attitudes in children. The focus of the curriculum is now understood by all staff, as such they deliver it well. Children benefit from activities and opportunities that help them to gain the physical, cognitive, language, and social-emotional skills they need. n Staff incorporate opportunities for children to develop their independence skills throughout the care routines. For example, staff teach children how to wash their hands and faces and how to clear their equipment after meals. Developing independence skills such as these helps children to develop confidence in their own abilities. n Leaders have put in place individual professional development plans for each member of staff. This has enabled staff to understand the providers curriculum intent. This means that most staff know what they need to do to improve their

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need to do better?

work with the children and families. However, leaders do not always accurately assess all staff's training needs. Therefore, occasionally some staff's interactions with children do not promote learning as effectively. n Staff plan group activities to engage children in developing their language and literacy skills such as singing and rhyme time. However, staff do not have the

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need to do better?

22 January 2025 skills they need to effectively and consistently help children to listen and concentrate. This means some children lose interest and do not benefit fully from these experiences. n Leaders and staff work closely with a range of professionals to support children who have special educational needs and/or disabilities. They identify the needs of children and provide individualised support such as one-to-one sessions to focus on the child's individual targets. This means that children get the early help that they need to make progress. n Children's strong physical development is prioritised and well supported. Staff provide a range of activities to help children develop gross and fine motor control. For example, toddlers enjoy the challenge of negotiating an indoor climbing frame. They show advanced skills in safely navigating the steps and ramp. Older children are taught how to hold a paint brush effectively to gain

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need to do better?

increasing control as they make marks. Consequently, children develop the physical dexterity they need for future learning. n Parents are valued by the nursery team. Staff understand the importance of developing positive relationships with families. Staff encourage parents to undertake activities at home, such as bird spotting. This helps parents to engage in their children's learning. Parents report that they feel well informed about their children's progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n support staff to develop their teaching skills to help children learn how to concentrate and listen during group activities n continue to develop the professional development programme for staff to help staff receive individualised and relevant coaching that helps them to continually improve outcomes for children.

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Setting details

Unique reference number EY318335 Local authority Trafford Inspection number 10334912 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 Full day care

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inspection

Total number of places 65 Number of children on roll 41 Name of registered person Stepping Stones Nurseries Limited

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reference number

Telephone number 0161 748 0963 Date of previous inspection 13 February 2024

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Information about this early years setting

Stepping Stones Day Nursery registered in 2006 and is located in Urmston. The nursery employs 10 members of childcare staff. Of these, one member of staff holds a qualification at level 4, six hold qualifications at level 3, and one member of staff holds a qualification at level 2. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am until 6pm. The nursery provides funded early education places.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector spoke to children, to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The manager and the inspector carried out a joint observation during a group activity. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector viewed the provision and discussed the safety and suitability of the premises.

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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 January 2025 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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