The Little Ripley Day Nursery

What is it like to attend this early years setting?

Children are thoroughly excited to arrive and are welcomed by their friends with hugs and smiles. Children immediately engage in a multitude of stimulating activities that are purposefully planned to meet their interests and needs. Learning commences as soon as they arrive because of children's positive attitudes and engagement. Staff and child interactions are heart-warming to watch and play a large part in making this nursery outstanding. Staff brim with pride as children converse on a pretend phone. The key person draws other children into play to intensify social interactions. Children are exceptionally well supported and their self-confidence flourishes.

The nursery is a beautiful, caring environment where children are valued and respected. Children show joy in their cutting skills and satisfaction in keeping scissors safely on the table. They take time in ensuring they sweep up after their activities and return toys after use. Children show pride in their environment as they confidently tell new people all about it. Children play with each other really well. They attentively listen to each other's suggestions with interest. Pushchairs are busily pushed from the role-play area into the garden, where children partake in afternoon tea. Children show high levels of social maturity when turn-taking and compromising.

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

• The curriculum is extremely well planned by a collective management team. Senior managers offer experience and knowledge to enhance the delivery of teaching and learning. This supports children in progressing to the next stage of their development. Detailed plans aid with the transition of children when progressing through the nursery. An individual plan details the children's interests and stages of development. Consequently, staff know their key children exceptionally well and extend learning to offer opportunities for children to reach their fullest potential. The key-person system is extremely well embedded.
• The manager recognises that some children have lacked confidence since the pandemic. Therefore, they focused on building children's emotional well-being and increasing self-confidence. A large stage in the garden offers children a platform to perform on. They enthusiastically dance and sing while other children watch on and excitedly clap. Children squeal with enjoyment as they relish the applause. Equally, the manager and staff participate in the children's enjoyment and reinforce how amazing they are. As a result, children are extremely confident learners.
• Staff actively encourage babies to have a go, and they clap and sing when babies secure new skills. Toddlers smile when they take steps and staff's enthusiasm for the children to enjoy and achieve is infectious. Children show extreme levels of concentration and perseverance.
• The same expectations are given for all children, including those with special educational needs and/or disabilities. Effective systems are in place to identify any gaps in children's learning and development. Skilled staff help children to develop their understanding, for example, routines are adapted to make learning more achievable. This enables all children to feel included and valued.
• Leaders are passionate about children having a love of books. Books are available in every area of the nursery and are incorporated into most activities. Staff show enjoyment in reading books to support learning, and children listen attentively and participate when asked. Reading bags are sent home to ensure that parents and carers can share the setting's love of books.
• Older children develop mature language skills as staff model exceptional communication. Staff thread opportunities to learn through every conversation. For example, babies find joy in mimicking words and sounds and relish in the praise they receive. Children are confident speakers and older children have excellent conversational skills.
• Children's behaviours are impeccable, and they treat their peers with respect and kindness. At dinner time, children feel confident in teaching their friends to wait for their lunch before helping themselves to peas. Children respectfully listen to their peers, and the rules and boundaries are consistently supported by staff.
• The induction of children is robust and extremely effective. This is the starting point to build strong attachments and partnerships with parents and carers. Children are supported by empathetic staff who gently rock them and sensitively stroke their arms to comfort them. This means that children settle in quickly and are ready to start learning. Parents speak very highly of the setting.
• The manager is immensely passionate about her role. She is the heart of the setting and appreciates the need to maintain quality staff in order to provide outstanding childcare. Her exceptionally high-quality staff praise her nurturing and supportive approach, which is evident in their years of service. Ongoing staff training and professional development build confidence in the team.