The Little Ripley Day Nursery

What is it like to attend this early years setting?

Staff create a caring and secure environment. On arrival, they warmly welcome families, which helps children to settle quickly. Staff know children well and respond sensitively to their needs. The curriculum reflects children's interests, personal circumstances and encourages exploration. For example, staff plan activities to support children with new siblings. Children wash dolls and role play with their friends, which helps to promote social skills and confidence. Staff celebrate achievements, which raises children's self-esteem and motivates them to try new things. For instance, staff praise children who proudly share a 'starfish' they found during water play. This helps to build strong relationships. Staff plan community visits that broaden children's experiences and deepen their understanding of the world. Parents praise the setting for being caring and respectful of all backgrounds and family structures.

Through routine and positive role modelling, staff promote respectful behaviour. They encourage turn-taking, cooperation and kindness, which helps children form strong friendships. For example, during skittles, children wait patiently and celebrate one another's successes as they have a go.

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

• Staff deliver a broad curriculum that promotes curiosity and creativity. For example, through role play and sensory exploration staff model positive interactions. Children repeat key words, such as 'fish' and 'net', and develop interaction skills as they explore alongside their friends.
• Staff observe and assess children regularly to understand where they are in their development and where they need support next. They share this information with parents and carers through parents' evenings and daily conversations before the child goes home. In addition, parents share what their child can do at home. As a result, children make good progress from their starting points.
• Leaders explain how the setting identifies and supports children, when necessary, with any potential gaps in their learning. They work closely with parents and external professionals when needed. This means children receive targeted support in a timely way, which assists staff to close any gaps in children's learning.
• The curriculum for physical development is well sequenced. In the baby room, staff focus on supporting children to crawl, providing soft resources that are placed at their level. Older children have access to a range of resources to support their physical skills, such as climbing frames, tricycles and obstacle courses. As a result, children build strong balance and coordination skills and develop a love of being active from an early age.
• At times, staff challenge children appropriately during play. For example, they introduce new mathematical concepts, language and promote physical skills when balancing building blocks outdoors. However, when children share ideas or their attention diverts, staff do not always follow their lead to deepen their understanding and learning further.
• Staff use mealtimes well to provide purposeful learning opportunities. Children serve their own food and pour their own drinks. This helps to build on independence skills. In addition, staff use questioning well to prompt discussion about where foods, such as potatoes and carrots, come from. As a result, children engage in conversation and show a secure understanding of these routines.
• Leaders monitor practice through supervisions, team meetings and peer observations. This helps to support staff as they identify professional development goals. Staff speak positively about their induction and share the knowledge they have gained from training. They feel well supported, which contributes to a positive and supportive working environment.
• Staff model positive interactions with each other. This helps children in managing their own feelings and to understand behavioural expectations. As a result, children behave well, show kindness to others and develop confidence and pride in their achievements.

What the setting must and should do next

The provider should:

• strengthen staff practice in how to extend children's learning and meet their individual learning needs consistently.