The Little Ripley Day Nursery

Little Ripley Day Nursery 4 Goldieslie Road, SUTTON COLDFIELD, West Midlands, B73 5PQ

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Inspection date

Previous inspection date 19 February 2015 21 November 2011

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Staff have a good understanding of children's interests, ways of learning and stages of development. From their interactions with children and regular observations, they accurately assess how well children are progressing. Staff effectively follow up children's next steps for learning in their planning and teaching.  Staff have a good understanding of safeguarding procedures. They are clear about how to respond if they have any concerns about the welfare of a child. As a result, children are safeguarded from harm.  Partnerships with parents are good and there is an effective two-way flow of communication. This ensures parents are kept well informed about their children's care, along with having opportunities to continue their children's learning at home.  Children are happy and settled. They are well looked after by caring, approachable staff who understand and effectively meet their care, learning and development needs.

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This provision is good

 The manager provides a strong and ambitious leadership. She is supported well by a committed staff team. They share a clear vision and determination to give each child the best possible start in life.

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It is not yet outstanding because:

 Managers have not considered a range of strategies to evaluate and build further on the good teaching practice. For example, staff do not have opportunities to observe each other's practice and learn from each other.  Occasionally, staff miss opportunities to sustain conversations so that children's vocabulary is increased and their thinking skills are suitably enhanced.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 raise the quality of teaching and enhance reflective practice even further by providing increased opportunities for staff members to observe each other's practice and engage in discussions aimed at promoting reflection and continual improvement.  challenge children to develop their communication and critical thinking skills even further by ensuring all staff make effective use of questions that encourage children to think and engage them in sustained conversations.

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Inspection activities

 The inspector observed activities in the three playrooms and in the outdoor play area.  The inspector spoke to members of staff and children during the inspection and had meetings with the provider and the manager.  The inspector carried out a joint observation with the manager.  The inspector took account of the views of parents spoken to on the day of the inspection. She discussed the provider's plans for improvement.  The inspector looked at children's records, planning documentation, evidence of the suitability of staff working in the setting. She also looked at a range of other documentation, including policies and procedures, which safeguard children's welfare.

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who attend. This is good

The quality of teaching is good. Staff ensure that children are confident, articulate, creative and well prepared for school and their future learning. They plan and organise rewarding, often challenging activities, which promote children's good progress. Babies and toddlers explore textures. They demonstrate curiosity as they touch and feel sand, and discover what happens when staff show them how to make castles. Older children enjoy listening to stories and regularly engage adults and their peers in conversations about things that interest them. Most staff model language effectively, introducing children to a wide range of vocabulary, which supports their good communication and language development. Some staff sometimes miss opportunities to ask questions that sustain conversations, in order to increase children's vocabulary and enhance their thinking skills. Staff work in close partnership with parents and other professionals to

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good

Staff and parents effectively work together to settle new children who form close attachments with the kind, attentive staff. They consistently promote children's confidence and social skills so they are emotionally well-prepared for moving within the nursery and to school. Children are very familiar with the well-established routines and this contributes to their good behaviour and strong sense of belonging. Children enjoy interactions with staff and socialising with their friends. They are looked after in safe, secure, comfortable surroundings. Babies safely explore in their cosy area, and older children readily make choices from a range of resources. This stimulates their ideas and independent play. Children are well-nourished and relish being outdoors in all weathers. They confidently climb, balance and move around while using different play equipment and their understanding of nature is developing particularly well. Staff sensitively help children to

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provision is good

Leaders and mangers have a good understanding of the legal requirements. Policies and procedures to support children's health, safety and well-being are in place and successfully implemented. The manager effectively reviews the overall quality of the nursery and children's progress, and targets for improvement are routinely set and monitored. Staff benefit from good opportunities to undertake training, and staff meetings are regularly used to cascade knowledge and best practice. The manager regularly observes staff practice and provides feedback to individuals to help them improve their performance, however, regular opportunities for staff to observe and feedback to their peers are not provided. As a result, opportunities to raise the quality of teaching even higher and enhance reflective practice even further are not fully exploited. Good relationships with parents and providers ensure consistent approaches to identifying and meeting children's

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Setting details

Unique reference number EY426461 Local authority Birmingham Inspection number 852682

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 28 Number of children on roll 51 Name of provider The Little Ripley Day Nurseries Ltd Date of previous inspection 21 November 2011 Telephone number 01213548324

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Type of provision

Little Ripley Day Nursery is one of 10 settings run by The Little Ripley Day Nurseries Limited. The nursery was registered in 2011. It operates Monday to Friday, from 7am until 6pm, all year round. The nursery employs 10 members of childcare staff, all of whom hold relevant qualifications to at least level 3. This includes two members of staff who have a Foundation Degree in Early Years. The nursery provides funded early education for two-, three- and four-year-old children.

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Type of provision

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Type of provision

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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.

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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