Stepping Stones Nursery School

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
Inspection report: 28 September 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

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

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.
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
skills and complete tasks for themselves.
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.
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.
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.
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.

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

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

Inspector:
Nicky Butler
About this setting
Unique reference number (URN): 2877926
Address:
Amersham Cricket Club, The Pavillion, Shardeloes
Missenden Road
Amersham
HP7 0RN
Type: Childcare on non-domestic premises
Registration date: 24/02/2026
Registered person: LG03 Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30
Local authority: Buckinghamshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 28 September 2026
Children numbers
Age range of children at the time of inspection
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.

Total number of places
33
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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