Stepping Stones Playschool

Inspection of Stepping Stones Playschool Gossops Green Community Primary, Kidborough Road, Crawley, West Sussex RH11 8HW

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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

Staff are friendly and welcoming as children arrive ready to start their day. Children know their routines well. They confidently find their belongings, open their own containers during mealtimes and get themselves dressed. Children demonstrate high levels of focus when engaging in activities. They are resilient when facing challenges, such as using scissors with increasing control to cut tape into pieces to make musical shakers. This enables children to develop their independence and not be highly reliant on staff to complete tasks for them.

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The provision is good

Opportunities for outdoor play are plentiful. Children demonstrate good physical dexterity as they navigate the secure and purposeful outdoor area, developing their large-muscle skills through activities such as climbing and balancing. Staff teach children to take appropriate risks and challenges as they learn to climb small trees. This builds children's confidence and resilience and gives them a sense of achievement when they succeed.

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The provision is good

Children learn how to be healthy. Staff teach children to care for their own hygiene needs and why it is important to develop good hygiene practices. For example, they encourage children to wipe their own noses and remind them about the importance of washing their hands before eating. During warmer weather, staff help children to stay safe in the sun by ensuring they wear sun hats, apply sun cream and have access to their drinks.

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need to do better?

n The key-person system is embedded well. This helps staff get to know children and their families, as well as how to support them. This means activities are planned to build on what children already know and what they need to learn next. Planning in the moment is fully understood as the curriculum is designed around the children's interests. All children, including those with special educational needs and/or disabilities (SEND), make good progress. n Staff provide an environment that motivates children to develop early writing skills. Children have access to a wide range of mark-making opportunities, and staff model writing for a purpose. Children show their confidence as they attempt to write letters to staff and their friends. Children are becoming eager and confident early writers. n Children demonstrate their excellent communication skills as they engage in conversations and share experiences from home. For example, children share

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need to do better?

that they recently rescued a hedgehog. Staff skilfully teach children about hedgehogs and how they use their spikes to protect themselves from predators. However, there are occasions where staff do not give children the opportunity to provide their own thoughts and opinions. This limits children's opportunities to

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need to do better?

10 July 2025 demonstrate their knowledge or explain their thinking. n Staff ensure that routines during the day, such as tidy-up time, are seamless and well organised. For example, staff use songs, timers and countdowns to help children manage expectations of what is happening next. Children are encouraged to make their own decisions. For example, systems in place enable children to decide when they are hungry and when to eat snack or lunch. This also means children's play is not interrupted. n Staff consistently praise children for their good behaviour and achievements. Children play cooperatively with their friends and respond positively to staff's requests. However, staff do not consistently help children to understand how their actions affect others or how to resolve conflicts independently. This means children are not fully supported in managing their own behaviour. n Partnerships with parents and local schools are highly effective. Parents

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need to do better?

comment on the regular support and two-way communication they have about their children's learning and development. Teachers are invited to visit the nursery to observe and gather key information about the children, which helps to ensure a smooth transition for them. This helps to meet the needs of children and their families. n Leaders monitor the quality of the provision and teaching. They provide regular support to staff to engage in training opportunities and develop their skills, confidence and knowledge to meet the learning and development needs of the children they care for. Staff well-being is good. Staff value the levels of support and encouragement they receive from leaders.

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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 strengthen strategies for children to share their own thoughts and ideas n support staff to help children understand how their behaviour impacts others so that they begin to resolve conflicts independently.

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Setting details

Unique reference number EY302404 Local authority West Sussex Inspection number 10408326 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 52 Number of children on roll 74 Name of registered person Tubb, Jacqueline Suzanne

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reference number

Telephone number 01293 542999 Date of previous inspection 30 January 2020

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Information about this early years setting

Stepping Stones Playschool registered in 2007 and operates from Gossops Green Community Primary School in Crawley, West Sussex. The setting is open during term time between 8.30am and 3pm on Monday to Thursday, and between 8.30am and 12.30pm on Friday. There are 11 staff, of whom nine hold appropriate early years qualifications. The setting receives funding to provide free early years education for children aged two, three and four years.

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Inspection activities

n The deputy manager, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke with the inspector during the inspection. n The inspector spoke to several parents during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with SEND. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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Inspection activities

10 July 2025 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

10 July 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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