Stepping Stones Nursery SchoolOfsted report card, 28 Sept 2026

Stepping Stones Nursery School

Unique reference number (URN): 2877926 Address: Amersham Cricket Club, The Pavillion, Shardeloes, Missenden Road, Amersham, HP7 0RN Type: Childcare on non-domestic premises Registered with Ofsted: 24/02/2026 Registers: EYR Registered person: LG03 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

Staff have high expectations for children's behaviour and attitudes to learning. They implement consistent rules and highly effective strategies to support children to understand the expectations of the setting. Staff are good role models, and children are respectful towards each other. Staff implement particularly effective and consistent strategies to support children to recognise and manage their emotions. These are adapted to support children's individual needs. For example, when one child does not want another to join them at an activity, staff calmly talk to the child about why they feel like this and help them to include others in their play. If conflicts do arise, staff support children calmly to find solutions. For example, staff remind children about sharing and turn taking. This consistent approach enables children to work their problems out together. For example, when one child has all

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Behaviour, attitudes and establishing routines Strong standard

the potatoes in her bucket, she moves some of these into her friend's bucket so she can help to carry them.

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Behaviour, attitudes and establishing routines Strong standard

Well-embedded routines meet the children's needs well, in addition, staff provide children with reminders about what is happening now and next. Managers ensure that parents understand the importance of regular attendance and punctuality and the impact this can have on children's learning and development. Staff provide children with lots of positive praise along with support to persevere at activities. As a result, children are independent learners and are confident to try new things.

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Achievement Expected standard

All children are confident and independent learners. This includes children with barriers to their learning. They show curiosity and perseverance when learning new skills. For example, children use their 'have a go' attitude as they keep trying to roll hoops. They show pride as they achieve this skill and laugh as they run after the hoops. Older children have good conversation skills and listen to instructions from staff, and they follow these well. Younger children do not always have the same opportunities and time to express themselves and develop age-appropriate language skills. During these times, younger children have limited opportunities to develop communication skills. Children are building lovely friendships with each other and showing that they understand sharing and turn taking. Children make good progress from their starting points and are well prepared for the next stage in learning, such

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Achievement Expected standard

as their move to school. Older children show their independence skills as they help to set the table for lunch, they carefully put out plates, cutlery and cups, and self-serve their own food.

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Children's welfare and wellbeing Expected standard

Managers and staff have recently reviewed policies and procedures to ensure they are meeting the changes made to the early years foundation stage statutory framework. Staff gather appropriate information when the youngest children start to ensure they understand and follow children's routines from home, this supports children to feel safe and secure. For example, they discuss baby weaning with parents to inform food preparation. Children are supervised well as they eat.

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Children's welfare and wellbeing Expected standard

Staff create a welcoming environment where children feel safe, secure and confident to explore. Warm relationships with staff and peers help children to develop a strong sense of belonging, and older children are beginning to form positive friendships. Children learn about healthy eating and have ample time to be outdoors and build on their physical skills. Staff plan specific activities to support children to understand how to look after their teeth and the importance of this. In addition, staff teach children how to keep themselves safe online. Older children show increasing independence skills as they self-serve their lunch and tidy their spaces when finished. Although some younger children show they are trying to build on new skills, at times, staff are quick to step in and complete tasks for children, such as zipping up coats. At these times, children do not have the opportunity to develop new

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Children's welfare and wellbeing Expected standard

skills and complete tasks for themselves.

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Curriculum and teaching Expected standard

Leaders and managers plan and implement an ambitious curriculum that meets the needs of the children attending. Planning is based around providing children with new experiences and activities to excite and engage them. Staff complete regular observations and assessments of children to ensure they are making progress and to plan for their next steps in learning.

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Curriculum and teaching Expected standard

Overall, support for children's communication and language is effective. Staff introduce children to new words and help younger children to extend sentences. Older children show they are building conversation skills as they take turns to share their ideas and opinions and then listen to their friends. Younger children do not always have the same support. At times, staff speak at children and do not give them the time they need to process the information and respond or repeat words. This limits younger children's opportunities to process language, practise new vocabulary and develop confidence in communicating their own ideas and needs.

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Curriculum and teaching Expected standard

Children have ample time indoors and outdoors to extend their physical skills. They skilfully navigate balance bikes around obstacles, and they develop new skills and confidence as they climb and balance.

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Curriculum and teaching Expected standard

Staff plan activities to support children's understanding of nature and the world around them. Children learn about the changing seasons and how vegetables grow. For example, children plant potatoes and learn how to look after these. Staff plan activities so children can learn about other cultures and celebrations and celebrate what makes them unique.

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Inclusion Expected standard

Staff complete regular observations and assessment of children. This helps them to identify if children need any additional support. If gaps or delays are identified, staff are quick to put support plans in place to help children's progress. For example, if staff identify children are not reaching language milestones, they plan specific activities to support children to develop further. Staff have procedures in place to identify if children may have special educational needs and/or disabilities and recognise other barriers that may impact children's learning and development.

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Inclusion Expected standard

Staff work closely with parents to ensure there is consistency for children and to discuss next steps. They seek additional support and advice from other agencies when needed. Staff understand when they may need to make referrals to other professionals and the importance of doing this in the quickest time possible, to get help and support for children and their families. Staff understand who may be entitled to additional funding, and this is used to further support the children. For example, staff attend training to further their understanding of how to support children's communication and language needs. However, support is not always adapted effectively for younger children. At times, staff do not give children enough time to process language and respond. This can limit some children's ability to participate fully and develop their communication skills.

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Leadership and governance Expected standard

Overall, leaders and managers have effective oversight of the setting and the care provided for children. They are passionate in ensuring that children are provided with new experiences that support their progress in all areas of learning and development. Staff are supported well through regular one-to-one meetings. This provides them with the opportunity to discuss their wellbeing and identify professional development opportunities. Leaders organise additional training when required. This includes for when children have special educational needs and/or disabilities or for those with other barriers to their learning. For example, staff attend training to support children's communication and language skills. In addition, managers identify areas where staff practice could be strengthened, such as supporting children's communication and language and independence. However, the support put in place has not yet been fully embedded in practice. As a result, some children

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Leadership and governance Expected standard

do not consistently receive the support they need to build these skills as effectively as they could.

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Leadership and governance Expected standard

Parents appreciate the care and support provided for their children and families. They comment on the friendly, caring staff and receive regular updates on their child's progress, next steps and how they can support their child's development further at home. This provides consistency for the children, for example, when they are potty training. Leaders work closely with parents and other professionals if they identify children need additional support. They understand the importance of making referrals in a timely manner to ensure that children get the help and support they need in the quickest time possible.

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

Children arrive happy and excited for their day at this welcoming setting. They run to the door and are greeted by friendly staff. Children quickly engage in the activities and resources available to them. They develop positive attitudes to learning and make the progress they are capable of. Older children engage fully with carpet time, listening well and taking turns to share their ideas. Children show a love of books and reading. Staff extend story time to support children's understanding of keeping themselves safe. For example, children talk about the correct way to eat to prevent choking. In addition, children learn about oral hygiene and staying safe online.

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

Babies settle well and form close bonds with staff, who they seek out should they need comfort or reassurance. Staff gather appropriate information when babies first start to ensure they are following routines from home. This further supports children to feel safe and secure. Children have ample time to be outdoors and build their physical skills. Babies develop hand-eye coordination as they explore mud and dig for potatoes. Older children skilfully balance along beams and show pride as they jump off at the end.

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

Staff follow guidance to ensure that children are supervised well while eating and understand safer sleep procedures. Consistent routines are understood and followed well by children. Older children show increasing independence skills as they put their boots and jackets on to go outside. Children play well alongside and with each other. Older children work well when deciding which resources they need for their games. Staff are good role models and encourage manners. For example, during lunchtime, the older children excitedly sing the 'please and thank you song'.

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Next steps

Leaders should support staff to ensure children have the time they need to process and think about what is being said to them to further develop their language skills. Leaders should support staff to recognise and provide support to encourage children's independence throughout their everyday routines and activities.

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About this inspection

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

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Address:

Amersham Cricket Club, The Pavillion, Shardeloes Missenden Road Amersham HP7 0RN

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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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0 to 4

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

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

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