The Little Ripley Day Nursery

What is it like to attend this early years setting?

Children arrive at this warm and inviting setting happy and eager to engage in learning. Children's development is supported by a well-thought-out curriculum that uses children's interests to develop their skills. Staff know children and their families well and build on what children can already do and know. Staff use a consistent approach across all rooms in the setting. They calmly talk to the children about what they are doing and children respond and follow instructions appropriately. For example, staff support children to ride bicycles when outside. Staff talk to them about putting their feet on the pedals and moving their feet. Children respond and follow the guidance to help them complete the task.

Children with special educational needs and/or disabilities (SEND) are supported well. Staff work closely with parents to understand their children's needs. They incorporate any additional support children need into practice within the setting. Children transition smoothly between the rooms with support from the staff. The transition process is then put into practice to support children in preparing for the move on to school.

What does the early years setting do well and what does it need to do better?

• Children's understanding of self-care is supported throughout the setting. Children wash their own hands and faces before and after mealtimes. Children are also taught how to care for others. For example, they play with dolls with dirty faces, and staff provide them with wet cloths to clean them. They talk to children about washing the babies and making them clean.
• Children use the outdoor area to support their physical development. For example, children play peekaboo with a member of staff. Children run around and use the climbing frame with confidence as they hide, and others count 'one, two, three, four' before trying to find them.
• In preparation for the move on to school, children learn to recognise the letters in their name. For example, staff hide children's names in soil for them to find. When children find their names, staff then ask them to use their finger in the soil to write their names independently. This extends children's learning and builds on skills that they have already learned.
• Children learn about the world around them. For example, they use a tuff tray and small-world toys to learn about crossing the road safely. However, children do not have first-hand experiences to access their local area to build on their knowledge of their local community and where they live.
• Staff use a consistent approach to support children in behaving well. Staff use a calm manner to speak to children about what they expect and what children should be doing. For example, when playing in the sand, staff tell children, 'Let's take turns and be careful.'
• Children are supported to be independent during the daily routine. During mealtimes, children, including younger children and babies, are encouraged to feed themselves. Staff praise the children and talk to them about what they are eating.
• Parents and staff work together to ensure children settle into the setting. Staff gain as much information as possible when children first start. They use this to help them understand children's level of development and plan for their next steps. All children, including those with SEND, make good progress from their starting points.
• Leaders and managers support staff extremely well. Staff share how their well-being is given high priority and how managers offer regular supervision and support to enhance their professional development.
• Leaders and managers have high ambition for this setting. The management team works closely together to ensure it offers the best service possible to the children and families. This passion is clear in the staff and the practice within the setting.

What the setting must and should do next

The provider should:

• provide children with opportunities to access their local community and develop their understanding of the world around them.