The Little Ripley Day Nursery

Inclusion: Strong standard

Leaders have created a truly embedded, inclusive and nurturing environment for all children. They liaise with other professionals to ensure the right support is in place. Leaders and staff consistently identify children's needs swiftly and implement targeted learning plans. These plans are reviewed regularly to reflect children's changing needs. As a result, children receive timely, well-matched support that enables them to thrive. Children in receipt of additional funding benefit from targeted resources, such as outdoor equipment, toys and enriching experiences that enhance their learning and development. Leaders monitor this funding closely to ensure it is used effectively and aligns with each child's individual needs.

Leaders and staff have established strategies that consistently support children's learning experiences. They have embedded advice from other professionals, including the use of 'love hearts' to support children with transitions into the nursery. For example, when children feel upset, they know they can touch the love heart on their hand to remind them of their parent or carer and to help them feel calm. This helps children to regulate their emotions. In addition, staff use a communication and language screening tool, alongside signs, visual prompts and adaptations to practice to ensure all children can join in and learn. These approaches enable children to communicate effectively and manage their emotions with increasing confidence.

Curriculum and teaching: Expected standard

Typically, leaders have designed an ambitious and well-sequenced curriculum. Staff get to know all children very well. For example, they spend time with children to find out about and understand their interests and what they can or cannot yet do. Staff use this information effectively to plan next steps for children's learning and development.

Staff weave mathematics through daily routines. For example, they name shapes, such as circle and square, and use contextual language as children build models with magnetic shapes. Children use nets to catch small, toy fish and count aloud with staff support. They repeat the activity and use their fingers to show numbers as they count out their fish. However, staff do not always use their interactions to further challenge and extend children's learning. This means children sometimes continue activities without being encouraged to think further to build on what they already know. Leaders recognise that these interactions are yet to be fully embedded.

Children develop their emotional skills. Staff use stories to help children, including those who speak English as an additional language, understand and talk about their feelings. Children link colours to emotions. For example, children say that yellow represents happy and use an 'angry voice' for red. Children share comments, such as 'I get sad when it rains'. This helps children to recognise, label and express their emotions confidently.

Achievement: Expected standard

Typically, all children make progress from their starting points across all areas of learning. Babies learn to crawl and stand steadily. They learn to walk with support and encouragement, and develop confidence as they fall and keep on trying. Babies explore and learn to fill and empty containers using spades, for instance. They relish story time, join in with actions and copy words and animal sounds. This develops their early communication and language skills.

Children learn to retell stories, such as 'The Very Hungry Caterpillar'. They use new vocabulary, such as 'reflection', 'big' and 'tall', as they recount key events. Children learn about keeping their teeth healthy and use this knowledge as they immerse themselves in imaginative play. For example, they use large-scale model teeth and brushes to practise the skills they have learned. Children develop early mathematical understanding as they learn to count, name shapes and identify colours. All children are generally prepared appropriately for their next stage of education.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have typically set clear expectations for behaviour. Staff teach children about kindness and respect and use gentle reminders when needed. They model positive behaviours, such as taking turns and sharing. This helps children to understand what is expected of them and how to behave with others. Leaders ensure that attendance is actively promoted and work closely with families so they understand the importance of regular attendance. Leaders monitor children's attendance carefully to support positive habits from the earliest stages.

All children generally know their routines. Staff understand and follow the daily routines, such as mealtimes, tidy-up time and carpet sessions. However, during transitions, such as tidy-up time, children are not consistently helped to understand what will happen next. As a result, younger children do not always benefit from well-established, predictable routines that help them understand and prepare for the next part of their day.

Overall, leaders and staff promote a nurturing and inclusive culture where children, including those who face barriers to their learning and/or wellbeing, are valued and supported. Staff know all children well and have developed warm, caring relationships with them. Children are encouraged to say 'please' and 'thank you' as they interact with one another. Staff use praise, such as saying 'well done', to celebrate children's achievements. As a result, children develop positive attitudes to their learning.

Children's welfare and wellbeing: Strong standard

Leaders and staff consistently prioritise children's welfare and wellbeing. They create a safe, nurturing and well-organised environment, where all children feel secure, valued and included. Leaders are highly responsive to children's needs and adapt their practice accordingly. For example, they work in close partnership with parents and carers to understand children's dietary requirements and allergies. Parents are invited into the setting to share information, and staff collaborate with them to ensure children's dietary needs are supported. A thorough settling-in process enables staff to understand babies' and children's routines. This supports smooth transitions into the setting and meets individual needs from the outset.

Safe-sleeping practices are embedded. Staff monitor babies' and children's sleep routines closely and carry out regular safety checks. Rigorous audits of the environment and equipment help maintain high standards. Staff create a calm, relaxed sleep environment. For example, they use soothing music and darkened rooms to help babies and children settle quickly.

Children, including those who face barriers to their learning and/or wellbeing, benefit from outdoor learning experiences. They explore the bicycles with confidence and say 'beep, beep' as they ride. Children develop their control and coordination as they kick balls to staff and climb over the bridge. Staff encourage children to throw and catch balls, supporting their physical development.

Staff teach children about the importance of brushing their teeth. For example, children take part in practical activities using resources such as large models of teeth and toothbrushes. They engage in discussions about oral hygiene and talk about healthy and unhealthy foods. As a result, children learn about oral health and develop an early understanding of healthy lifestyles.

Leadership and governance: Expected standard

Leaders are passionate about providing all children with the best care and education. They place children's wellbeing and welfare at the heart of their practice. Leaders typically understand the setting's strengths and areas for improvement. For example, they understand where further support is needed to enhance practice. Leaders work in partnership with families to secure the support needed to meet children's individual needs. Parents and carers are generally positive about the setting. They say staff and leaders keep them informed about transitions, sleeping routines, feeding and nappy changes. Parents comment on the progress their children have made in communication and language. They appreciate how quickly staff create individual care plans, which gives them reassurance. Parents say the setting's online platform is useful and provides information about children's routines, arrival times and photos of their learning and development. However, parents are not always fully informed about their children's next steps in learning and development, to help them extend their learning at home.

Overall, staff feel valued by leaders. They have opportunities to develop their professional expertise and skills. For example, leaders have identified further training around special educational needs and/or disabilities to support staff growth in the setting. Staff report that leaders have an open-door policy and regularly check in with them to support their wellbeing. This helps to ensure staff feel confident and supported in their roles.