Stepping Stones

Inspection of Stepping Stones c/o J H Godwin, Melbourne Road, Blacon, CHESTER CH1 5JG

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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

Children arrive happily and settle quickly into pre-school. They are greeted by warm, smiling staff who guide them through familiar routines. The environment is thoughtfully planned to offer a wide range of meaningful play opportunities. For example, outside, children explore making potions. They know how to use pipettes to squeeze water, helping build the small muscles in their hands. Staff encourage children to use their senses to smell and feel flowers and herbs.

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The provision is good

Children form warm, trusting relationships with staff, who know them well and respond to their individual needs. Staff are attentive and nurturing as they support children with special educational needs and/or disabilities (SEND). They work closely with families and professionals to ensure all children feel safe and included. The calm atmosphere allows children with SEND to access the environment. All children show kindness and respect and give space when needed. This inclusive ethos supports all children to engage in learning and make good progress.

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The provision is good

Staff teach children about rules and routines. They remind them to share and take turns. This has resulted in content children who behave extremely well. Children listen and follow routines. They are curious and enjoy learning new things. For example, after reading 'The Very Hungry Caterpillar', children learn about the life cycle. They watch real caterpillars transform into butterflies and use new words such as 'cocoon'.

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need to do better?

n Leaders use the curriculum well to widen opportunities for all children, ensuring they get the best start in life. They offer a range of meaningful experiences to broaden children's learning. Children visit the local park and library and regularly explore the woods and pond in the outdoor areas of the pre-school. They also visit a local care home to sing and make music with the residents. Staff talk about how confident children are and how much they enjoy these visits. These experiences build children's life skills and deepen their understanding of the world around them. n Parents speak highly of the care and support their children receive. They talk about how they feel listened to and fully involved in their children's time at pre- school. Stay and play sessions and 'Ready Steady Read' are becoming popular events to involve parents in their children's learning. Parents call staff and leaders 'honest, transparent and supportive'. Communication is clear and

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need to do better?

consistent. As a result, staff know children and their families very well, so individual needs are understood and met. n Leaders have a good understanding of the importance of knowing the needs of every child. Staff feel supported to build relationships with families before

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need to do better?

17 July 2025 children start. Therefore, they understand the challenges some children face. The curriculum is shaped around children's needs and experiences. Gaps in learning are identified and addressed through carefully planned opportunities. For example, physical development is a priority. The environment provides ample opportunities for children to use their whole bodies. Children climb and balance on soft play and natural obstacles such as logs. As a result, children catch up with their physical development and become independent in their play. n Relationships between staff and children are a strength. Staff know their children extremely well and have built caring, nurturing bonds. Children cuddle with staff and share stories or sing songs together. Staff laugh and smile with children as they play. Because of these strong relationships, children feel safe, confident and ready to learn. n Children have many opportunities to develop their independence skills. They

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need to do better?

select activities and engage with resources independently. Snack time is carefully organised so that staff can model expected behaviour. Children clear plates away and put rubbish in the bin when they have finished. Staff praise these positive behaviours. These routines help children feel capable to take responsibility for themselves and the environment around them. n Communication and language is a clear priority for leaders. Staff use strategies such as visual cards to support children's understanding. This is particularly beneficial for children with SEND. These strategies help children communicate their needs and become more independent. n Some staff use back and forth interactions well. They keep children focused on their play using techniques such as open-ended questions. This extends children's thinking and language skills. However, not all staff use questioning effectively to build on children's ideas. As a result, some children do not remain

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need to do better?

engaged, meaning opportunities to deepen learning are missed.

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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 interest's first.

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should:

n strengthen staff understanding of high-quality questioning to ensure all children benefit from meaningful interactions that consistently extend their thinking and language skills.

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Setting details

Unique reference number 305344 Local authority Cheshire West and Chester Inspection number 10398696 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 41 Number of children on roll 51 Name of registered person Stepping Stones of Chester Committee

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reference number

Telephone number 01244372446 Date of previous inspection 6 November 2019

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Information about this early years setting

Stepping Stones registered in 1982 and is situated in Blacon, Chester. The provision opens five days a week, from 9.00am to 3.00pm, during term time. There are 10 staff, seven of whom hold an appropriate early years qualification at level 3 or above. The provision provides funded education for two-, three- and four-year-old children.

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Inspection activities

n The inspector completed a learning walk with the manager and deputy manager and discussed the curriculum intent. n The inspector and manager completed a joint observation of a group time. n The inspector observed the quality of teaching and learning, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector spoke to parents to gain their views on the provision. n A sample of documentation reviewed during the inspection included suitability checks and first-aid certificates. n Staff spoke to the inspector about how they support children with SEND. n The inspector talked to staff at appropriate times during the inspection and took account of their views.

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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

17 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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