The Little Ripley Day Nursery

What is it like to attend this early years setting?

Children settle quickly into this small, home-from-home setting, with staff who are warm, caring and friendly. Staff build strong relationships with children and use a thorough induction process to gain information from parents about what children can do at home. There is an effective key-person system in place, which helps support children's well-being. Children feel secure, and they have the confidence to seek out their key adults when necessary. Children have access to a large, natural outdoor learning environment to develop their gross motor skills. Staff adapt this to reflect children's interests. For example, they create scenes from children's favourite books, such as the cave from 'The Gruffalo'.

Staff implement a curriculum that is ambitious for all children. A well-planned sequence of learning goals is in place for each age group, which enables staff to assess what the children can and cannot do. This makes sure that learning is individual and that children make appropriate progress. Children display positive attitudes towards their learning. They show excitement when rolling toy hoops down the hill in the garden or creating vehicles from construction resources. Staff teach children the fundamental skills required for both the next stage in their learning and for later life.

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

• From the beginning, staff encourage children to be independent in their routines and learning. Environments are carefully organised to allow children to choose resources for themselves independently. Babies feed themselves using their hands and spoons. Toddlers find their own pegs, and have a go at putting on their own shoes. Older children successfully eat with cutlery and help each other to pour the water.
• Interactions between staff and children are strong. Staff speak to children appropriately and at their level. However, teaching across all age groups is not consistent. Sometimes, staff do not utilise all teachable moments, and some opportunities for learning are missed. This means that children do not always engage with an activity for long, and move on quickly.
• Staff have an accurate overview of the children's prior experiences and backgrounds. Opportunities to develop additional life skills are on offer every week through sessions led by external companies. These include cooking, rugby and music. This allows children to extend and consolidate their learning in real-life situations.
• Staff are confident to support children with special educational needs and/or disabilities (SEND). Staff carry out assessments to help identify any gaps in learning or additional needs, and swiftly put interventions or resources in place. Referrals are made to external support agencies, and staff meet with professionals and parents regularly to share information. This ensures that children with SEND make good progress.
• Children's behaviour is good. Staff model interactions when helping to resolve conflict and, in turn, children learn how to talk through their needs. Staff teach children to say 'please' and 'thank you', and praise them when they use their manners independently, such as when receiving their lunch. Children know the routines of the day and respond well to a flexible approach, allowing them to lead the learning.
• Staff cook meals freshly on site and manage allergies well. However, children are not always provided with healthy choices at some mealtimes to help them to begin to learn about healthy lifestyles. Having said that, staff do educate children on the importance of exercise, using outdoor resources and group discussion.
• Parent partnerships are a strength at this setting. Parents are very complimentary about the care and education their children receive. They comment on the advice given by staff, high levels of communication, opportunities to attend parent events and home learning ideas. This helps to create consistency for children between home and the setting.
• Leaders and managers support staff through regular and effective supervision meetings, which allow opportunities for professional discussion. Leaders are well placed to identify areas of improvement, and offer training prospects to staff to continually improve their knowledge. Staff report that leaders and managers are supportive and make time to meet with them regularly.

What the setting must and should do next

The provider should:

• support staff to ensure teaching is consistent throughout all rooms, so that teaching opportunities are not missed and children receive the best possible learning experiences
• provide children with healthy options, especially after lunch, to help promote a more balanced diet.