1st Stepping Stones Nursery at Peterhouse

1st Stepping Stones Nursery at Peterhouse

Unique reference number (URN): 2820588 Address: Community Hall, Peterhouse, 122 Forest Rise, London, E17 3PW Type: Childcare on non-domestic premises Registered with Ofsted: 03/12/2024 Registers: EYR, CCR, VCR Registered person: 1st Stepping Stones Nursery School Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have established a positive and inclusive culture where expectations for behaviour are embedded across the nursery. Children understand routines well and move confidently between activities and daily events. They arrive happily, settle quickly and demonstrate positive attitudes to learning. Leaders place a strong emphasis on attendance and work closely with families to promote regular attendance and promptly follow up on absences.

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Behaviour, attitudes and establishing routines Strong standard

Children develop warm and trusting relationships with practitioners who know them well. They seek comfort, reassurance and support from familiar adults and respond positively to guidance. Children demonstrate high levels of confidence and emotional security within the nursery environment.

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Behaviour, attitudes and establishing routines Strong standard

Children learn to collaborate effectively with their peers and show consideration for others. For example, children take turns during games, share resources and demonstrate empathy towards younger children who are still developing these skills. Children are supported to recognise and manage their emotions and increasingly use language to express their needs and feelings.

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Behaviour, attitudes and establishing routines Strong standard

Practitioners adapt their approach well to children's ages, stages of development and individual circumstances. Children who require additional emotional support, help with transitions or targeted interventions are included successfully in nursery routines and experiences. As a result, children behave appropriately, engage positively in learning and develop the confidence, resilience and social skills that prepare them well for their next stage of learning.

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Leadership and governance Strong standard

Leaders demonstrate a clear and accurate understanding of the nursery's strengths and areas for development. They use effective monitoring systems, including supervision, observations, professional discussions and quality assurance activities, to evaluate practice and drive improvement. Leaders have identified adult-child interactions as a priority and have implemented targeted coaching, mentoring and professional development. As a result, staff have increased their confidence in supporting children's communication and language development and in adapting learning experiences to meet individual needs.

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Leadership and governance Strong standard

Leaders make decisions that are in the best interests of children. They work effectively with families and external professionals to secure timely support for children with special educational needs and/or disabilities, emerging needs and those who experience barriers to learning and wellbeing. This helps to ensure children receive appropriate support and are able to access learning alongside their peers.

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Leadership and governance Strong standard

Leaders have established a positive culture of professional development. Staff receive regular supervision, training and opportunities to reflect on their practice. Staff report that leaders are approachable, supportive and considerate of their wellbeing and workload. Leaders have developed strong partnerships with parents and external agencies, ensuring

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Expected standard

information is shared effectively and support for children is coordinated. Consequently, children and families benefit from consistent support, and children are well prepared for their next stage of learning and development.

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Achievement Expected standard

Children generally make positive progress from their starting points and develop the knowledge and skills needed for their next stage of learning. Communication and language are prioritised throughout the curriculum. Children recall familiar stories, share their ideas during discussions and are supported to express their needs, thoughts and feelings with increasing confidence.

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Achievement Expected standard

Children who receive additional support, including those with special educational needs and/or disabilities and those previously known to children's social care, are identified quickly and receive targeted support that helps them access learning and daily routines. Leaders work closely with families and external professionals to implement appropriate strategies and reduce barriers to learning. As a result, children are supported to engage in the curriculum and make progress from their individual starting points.

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Achievement Expected standard

Children develop increasing independence through daily routines, such as managing their belongings, serving themselves at mealtimes and making choices in their play. They develop social skills, confidence and positive attitudes to learning. Overall, children gain the knowledge and skills they need to support their future learning and prepare them for their next stage of development, including school.

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Children's welfare and wellbeing Expected standard

Children benefit from care practices that reflect their individual needs and routines. Information gathered from families before children start helps staff provide personalised care and support. Children who experience barriers to learning or wellbeing, including children with special educational needs and/or disabilities, receive additional support and adaptations that help them participate fully in nursery life.

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Children's welfare and wellbeing Expected standard

Children develop secure attachments with their key persons and other familiar adults. They seek reassurance and support when needed and are responded to sensitively. For example, when children experience changes in their home circumstances, staff provide additional emotional support, planned one-to-one time and familiar routines to help them feel secure and continue to engage positively in nursery life.

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Children's welfare and wellbeing Expected standard

Children are supported to develop an understanding of healthy lifestyles and personal care. They wash their hands independently, manage hygiene routines, serve themselves at mealtimes and take part in daily physical play. Leaders also promote oral health through resources, discussions and information shared with families. Daily routines, including mealtimes, sleep arrangements and personal care routines, support children's individual needs typically. Staff demonstrate a secure understanding of safe eating and safe sleeping procedures and consistently implement these to promote children's health, safety and wellbeing. Mealtimes and care routines provide opportunities for children to develop independence and social skills. However, opportunities to further promote children's communication and language development during mealtimes and routine experiences are not always fully maximised.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that reflects children's interests, developmental stages and starting points. Information gathered from families before children start, alongside ongoing assessment, is used to shape learning experiences and support children's progress across the areas of learning.

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Curriculum and teaching Expected standard

Children benefit from planned and spontaneous learning opportunities linked to curriculum goals and identified next steps. For example, children listened attentively to 'The Very Hungry Caterpillar', counted the foods eaten and confidently predicted what might happen next. Children also developed mathematical understanding through shape-matching activities, where they learned and used mathematical vocabulary such as 'cube' and 'triangular prism'.

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Curriculum and teaching Expected standard

Children with additional needs receive support that helps them access learning and daily routines. Strategies such as visual supports, Makaton and intensive interaction approaches are used to support communication and engagement. Assessment information is used to identify next steps and tailor experiences to children's differing needs and stages of development.

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Curriculum and teaching Expected standard

Leaders have accurately identified the quality of adult-child interactions as an area for further development and have introduced training, coaching and mentoring to strengthen practice. However, on occasion, opportunities to extend children's vocabulary, communication and thinking are not fully maximised. For example, staff do not always allow sufficient time for children to think, process information and respond before moving learning forward.

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Inclusion Expected standard

Leaders create an inclusive environment where children's individual needs are identified early, and support is tailored to help them participate fully in nursery life. Information gathered before children start helps staff understand children's routines, interests and development, enabling appropriate support and adaptations to be implemented from the outset.

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Inclusion Expected standard

Leaders use ongoing observations, assessments and the progress check at age 2 to identify emerging needs and reduce barriers to learning and wellbeing. When concerns are identified regarding children's communication and language development, staff implement a range of strategies, such as visual timetables, Makaton and intensive interaction, while working closely with parents and external professionals to secure appropriate support. Staff typically support children with special educational needs and/or disabilities (SEND) and regularly monitor their progress. Assessments are used to review the impact of support and adapt planning to help children achieve their next steps.

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Inclusion Expected standard

Staff receive training and guidance to implement agreed strategies and reasonable adjustments. Additional funding is used purposefully to provide resources and targeted interventions, particularly to support communication and language development. Leaders work in partnership with families and external professionals to ensure children receive the support they need. As a result, children with SEND and those facing additional barriers to learning make progress from their starting points, access learning alongside their peers and are prepared for their next stage of development.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children enjoy attending this welcoming nursery. They arrive happily, separate confidently from their parents and quickly become involved in play and learning. Warm relationships with staff help children feel safe, valued and secure. Children seek reassurance from familiar adults when needed and receive sensitive support that helps them manage their feelings and develop confidence. Leaders promote the importance of regular attendance and work closely with families to ensure children benefit from consistent access to learning, routines and positive relationships.

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What it's like to be a child at this setting

Children develop independence through daily routines. They make choices about their play and learning and confidently explore the environment indoors and outdoors. They benefit from opportunities to develop physical skills through activities such as balancing on logs, riding tricycles and using climbing equipment.

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What it's like to be a child at this setting

Children enjoy learning experiences that reflect their interests and stages of development. They listen attentively to stories, sing familiar songs and participate in activities that promote mathematical understanding, communication and language and physical development. For example, children joined in with 'The Very Hungry Caterpillar' story, counted the foods eaten by the caterpillar and confidently shared their ideas about what might happen next. Children develop vocabulary through play and conversation. Children explain their thinking, make links to their own experiences and use language to describe events and journeys that are familiar to them.

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What it's like to be a child at this setting

Children learn alongside their friends in a calm environment where routines are well established. They develop positive social skills, including turn-taking and kindness. Children wait patiently for popular toys and show consideration towards younger peers who are still learning to share and cooperate. Children are encouraged to recognise and express their emotions and are supported to understand the feelings of others. Children with emerging needs receive additional support to help them participate fully in nursery life. Leaders work closely with families and external professionals to reduce barriers to learning and wellbeing. As a result, children make progress from their starting points and develop the knowledge, skills and confidence needed for their next stage of learning.

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Next steps

Leaders should strengthen the consistency of adult-child interactions to further develop children's vocabulary, communication, thinking skills and language development throughout the day. Leaders should ensure that staff consistently implement agreed support strategies and interventions to maximise outcomes for children with special educational needs and/or disabilities and those receiving additional support.

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Address:

Community Hall Peterhouse, 122 Forest Rise London E17 3PW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: 1st Stepping Stones Nursery School Limited

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Address:

Operating hours: Monday : 08:00 - 18:00,Tuesday : 08:00 - 16:00,Wednesday : 08:00 - 16:30,Thursday : 08:00 - 18:00,Friday : 08:00 - 18:00

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Address:

Local authority: London Borough of Waltham Forest

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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About this inspection

The inspector spoke with leaders, a special educational needs coordinator, staff and parents during the inspection.

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About this inspection

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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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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