The Little Ripley Day Nursery

Little Ripley Day Nursery Inspection report for early years provision

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Unique reference number EY426461 Inspection date 21/11/2011 Inspector Jennifer Turner

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Setting address 4 Goldieslie Road, SUTTON COLDFIELD, West Midlands, B73 5PQ Telephone number 01213548324 Email littleripley@tdlmail.co.uk Type of setting Childcare - Non-Domestic to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

Little Ripley was registered in 2011 and is part of a chain of nine nurseries. It is adjacent to an existing Little Ripley nursery and shares the outdoor garden which is fully enclosed. It operates from three rooms on the ground floor of a converted house in Sutton Coldfield.

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Description of the setting

The nursery opens Monday to Friday all year round. Sessions are from 7am to 6pm. A maximum of 28 children may attend the nursery at any one time. There are currently 51 children on roll. The nursery is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register.

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Description of the setting

The nursery employs eight members of staff, all of whom hold a recognised early years National Vocational Qualification at level 3 and the manager holds a foundation degree in early years. The nursery receives support from the local authority.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children are happy, settled and have formed good relationships with each other and staff. They have access to a good range of age-appropriate toys and resources which help them to make positive progress in their learning and development. Staff plan and provide a broad range of activities and experiences of which are challenging and enjoyed by the children. Provision for children's health, emotional well-being and for helping them make a positive contribution is good. Effective partnership with parents and other agencies contributes significantly to ensuring that the needs of all children are very well met and they receive any additional support they need. The manager and staff are aware of areas for improvement within the setting and work effectively together to continually assess and improve the service for children and parents. Parents are consulted as part of the process, however, children are not fully included in this process.

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further?

To further improve the early years provision the registered person should:

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further?

 ensure the accident records are sufficiently detailed to include information regarding the area of injury  develop further the self-evaluation process and ensure children are consulted as part of the process. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

There are clear policies, strategies and procedures in place to ensure the safeguarding and welfare of children. All staff understand their role and responsibilities in relation to safeguarding children. There are effective procedures in place to ensure adults caring for children or having unsupervised access to them have been vetted and are suitably qualified and experienced. All records, policies and procedures required for the safe and efficient management of the service and to meet the needs of all children are in place and regularly reviewed. However, records regarding accidents involving children are not sufficiently detailed to include information regarding the area of injury. A well motivated staff team give good priority to keeping children safe through robust written risk assessments of the environment indoors, outdoors and when the children are out on outings. The setting is effectively led and managed and this ensures the smooth running of the

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the early years provision

nursery. Observations and assessment of children's learning is monitored and recorded through individual learning journals and daily diaries to ensure an effective two-way flow of information with parents. Space is organised well to allow children to move freely and safely around the playrooms and outdoor play area. Staff actively encourage children to make independent choices about their play and learning and they have low-level storage units.

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the early years provision

The percentage of qualified staff exceeds requirements and staff demonstrate a commitment to improving their knowledge and skills through regular training. Ratios are good and staff have experience of working with the support of local advisors and other professionals in order to provide effective inclusive care to children who may have special educational needs and/or disabilities. Staff have a good understanding of the Early Years Foundation Stage and plan for each individual child in consultation with their parents. The setting's policies and procedures are effective and inclusive for those children who attend. Staff effectively use the indoor and outdoor space to promote play opportunities for children, offering a good free-flow system. There are a good range of quality resources promoting all areas of learning of which are organised well and regular opportunities created for children to access them. The staff take appropriate steps

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the early years provision

to ensure resources and the environment are sustainable through regularly changing the environment to meet the needs of the children.

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the early years provision

Staff have established positive links with the local schools that children attend to ensure their individual needs are effectively met. The staff dedicate time to getting to know children and their families, fostering exceptionally strong relationships with parents and helping to ensure that children settle quickly and feel secure. Parents speak highly of the staff and the relationships that have been formed. Staff welcome parents input, encouraging a two-way exchange of information through daily discussions. Parents have clear information about the nursery and their child's progress through, for example, a prospectus, regular newsletters, children's individual learning journals, daily diaries and written policies and procedures. The management and staff are fully committed to improve their practice, consistently reflecting and evaluating the quality and standards at the nursery. Self-evaluation is in its infancy and staff consult parents through

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the early years provision

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 questionnaires, however, children are not fully included in the consultation process. Regular staff meetings provide valuable opportunities for staff to share good practice and to identify their training needs, which are prioritised by the provider.

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and outcomes for children

Children throughout the nursery thoroughly enjoy their activities and the routines that are planned for their individual care and well-being. An effective balance of adult-led and child-initiated activity is delivered to encourage the development of children's independence though being able to instigate their own play. Children are able to access toys easily because these are stored at their level. They enjoy listening to stories and have access to a good range of books. Children like taking 'Goldie' the bear home and with their parents they write and take photographs of their adventure to share at circle time. Children are beginning to write for a purpose and older children recognise and write their names. They are excited when writing letters to Father Christmas and posting these in the letter box. Children's learning with regard to linking sounds and letters in their names is well supported. All children self-register when they arrive, putting their photograph on

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and outcomes for children

their pegs to show they are present. Children know about the uses of everyday technology and all children learn how to operate computer equipment, keyboards and cameras and they enjoy taking photographs of each other and things around them.

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and outcomes for children

Children's knowledge and understanding of the world is supported well. The staff make good use of the garden, where children are able to have meaningful first- hand experiences to encounter creatures, plants and objects in their natural environment. For example, children grow sunflowers and seeds in planters and explore the insects they find in the garden, such as worms. Children learn about their own customs and others, through meaningful experiences such as celebrating festivals like Diwali, Eid and Chinese New Year. They enjoy learning about pilgrimages and tasting different food. Older children enjoy their weekly French lessons. They confidently count from one to ten in French and know the names of ten colours as well as the names of animals. Children look forward to the 'music man' visits and they sing a range of songs.

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and outcomes for children

Children are developing an understanding of numbers. They access good mathematical resources such as large calculators and buttons for counting. Children have opportunities to develop skills in problem solving because staff take advantage when practical situations arise to challenge them. They encourage children to count how many plates they need and use language, such as 'more' or 'less'. Children access a broad range of resources, such as puzzles, shape sorters, games and construction toys. They are introduced to concepts, such as 'wet' and 'dry' as they enjoy digging in the sandpit placed on the floor, pretending they are at the seaside or making mud pies. Children increase their creativity and extend their curiosity through using their senses to explore the taste and smell of a mousse dessert as well as moulding with moudable sand, rolling dough and using This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

a variety of arts and craft materials. Younger children enjoy exploring shaving foam and cotton wool. Children increase their imagination and share their thoughts, ideas and feelings through using wide range of musical instruments and role play activities. They enjoy dressing up as various characters and pretending to make food in the play kitchen. Children like taking part in the pyjama drama session where they sing songs, play musical instruments and act out scenes in stories.

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and outcomes for children

There are high expectations of behaviour and children develop good habits due to the praise and encouragement they receive from the staff. They like having stickers, using hand gestures such as 'high five' and 'thumbs up' when children do something well. Children's behaviour is good and they use their manners very well saying 'please' and 'thank you' often without being promoted. Children develop a good understanding of staying safe through gentle reminders about codes of behaviour, how to hold scissors carefully, cross the road safely and through taking part in regular fire drills. Children's health is promoted well as they have healthy and nutritious meals and snacks each day with a selection of fruits, raisins and drinks on offer throughout the day. Children use the garden on a daily basis for outdoor play as they strengthen their bodies and improve their sense of well being. They climb, balance, jump and run outside and thoroughly enjoy riding bikes.

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and outcomes for children

Children adopt good personal hygiene routines and they know that washing their hands will stops germs. Children successfully develop skills that contribute to their future economic wellbeing through making good progress in their communication and literacy skills and through playing independently and becoming active, curious and inquisitive learners. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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