Stepping Stones

Inspection of Stepping Stones 48 Wheeler Street, Maidstone ME14 1UA

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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 show they feel happy, confident and secure in this nursery. Staff build warm, trusting bonds with children. They respond with care to each child's needs. They take time to get to know new children and offer calm reassurance and attentive care. Staff also model polite and respectful behaviour throughout the day and this impacts positively on the children. For instance, children are becoming patient and consider the needs of others around them. Staff offer children high praise for their individual achievements and support them well to continue to keep on trying.

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The provision is good

Careful consideration is given to ensuring children develop physically. Children practise their skills in balancing and enjoy operating play equipment that helps strengthen their core muscles. Staff provide many opportunities for children to explore their fine motor movements. For instance, they successfully transfer coloured rice and pasta into different containers with tweezers. Children are enthusiastic as staff encourage their independence skills. Staff support children to put on their own shoes, provide opportunities for children to prepare their own snack and encourage children to make independent choices in their play and exploration. Children grow in confidence and independence and develop skills for future learning.

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The provision is good

The nursery staff promote a love for reading and ensure children have access to a range of books in different areas to further support them as they play. Staff enthusiastically share the stories and children enjoy joining in.

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need to do better?

n Since the last inspection, managers and staff have worked hard to improve the quality of the provision. They have reviewed the organisation of the environment and each session, ensuring children's individual needs are met. All children effectively engage in the interesting learning opportunities on offer. n Children with special educational needs and/or disabilities receive the help and support they need to make good progress. Staff are competent in making referrals. They work in partnership with parents, external agencies and other professionals to implement consistent and successful strategies to support children's learning and development. n Staff support children's communication and language development effectively. For example, they follow children's lead in play. Staff clearly emphasise key words within their interactions and give time for children to think and respond. Staff are starting to use effective gestures in their communication. This helps

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need to do better?

children's understanding and language skills. n Mathematical learning is woven effectively into daily routines and play. For

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need to do better?

5 June 2025 example, staff make reference to size and volume. They use positional language within their interactions with children during their play and exploration. They encourage the children to count during their everyday routines and consider concepts, such as more and less. As a result, children make good progress in their mathematical development. n Staff have supervision meetings in which managers monitor performance and set targets for improvement. Staff complete mandatory training, and professional development opportunities are available. However, managers do not implement a sharply focused professional development plan that consistently builds on staff's already good teaching skills and how they plan the curriculum. As a result, opportunities to further improve outcomes for children are not fully maximised. n Staff plan a curriculum that supports children's development across all areas of learning. Each child has a key person, who provides consistent support to make

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need to do better?

progress, depending on their individual stages of learning and development. However, the curriculum does not always fully support children to learn about and reflect on their differences and understand what makes them unique. n Staff talk to the children about the value of their nutritious snack and help them to identify healthy foods. Children thoroughly enjoy activities such as practising their good tooth brushing techniques, using a toothbrush and toothpaste on their model dinosaurs. Children gain a good understanding of healthy lifestyles. n Parents speak highly of the staff at the nursery and express gratitude for the support and advice they offer them. Parents value the information shared about their children's learning and appreciate how staff support children's transitions into the nursery and eventually on to school.

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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 and focus training and professional development for all staff to further improve the quality of the already good curriculum and teaching n enhance opportunities for children to learn about and reflect on their differences and understand what makes them unique, to prepare them for the diverse world around them.

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Setting details

Unique reference number EY498225 Local authority Kent Inspection number 10361740 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 24 Number of children on roll 22 Name of registered person Waterman, Sharon

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reference number

Telephone number 07595700979 Date of previous inspection 12 July 2024

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Information about this early years setting

Stepping Stones registered in 2016 and is located in Maidstone, Kent. The pre- school is open from 9am to 3pm, Monday to Friday, term time only. The pre-school receives funding to provide free early education for children aged two, three and four years. There are six members of staff, including the manager, four of whom hold an early years qualification at level 2 or 3.

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Inspection activities

n The manager and deputy manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. 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 planned activity. n The inspector observed the interactions between staff and children. n Parents shared their views of the setting with the inspector.

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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

5 June 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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