The Little Ripley Day Nursery

Inspection of The Little Ripley Day Nursery Withy Hill Farm Cottage, Withy Hill Road, Sutton Coldfield B75 6JS

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are happy, secure and enjoy the time they spend at the nursery. Children and babies are motivated to explore the well-planned learning environment and make new discoveries. The nursery provides a secure foundation for children's future learning, and children make good progress. Children particularly enjoy the freedom to play and learn outdoors. They eagerly challenge themselves as they use the wide selection of resources that encourage them to be adventurous and physically active. Two-year-old children relish opportunities to climb and ride bikes. They use their imaginations as they create their own mud recipes. Pre-school children develop exciting stories in their play as they construct houses and then pretend to rescue people from a fire. Babies quickly form secure attachments to the staff. Staff know babies well and make careful adjustments to meet their individual needs. Babies enjoy exploring and leading their own learning through

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The provision is good

play and discovery. Staff help children to progress well with their independence. Children develop confidence in their own abilities, for example, at mealtimes and during toileting. Staff have high expectations and children behave well. Younger children learn to share and take turns. Pre-school children play together harmoniously and collaborate as they work as a team. Children learn about good hygiene routines, healthy food choices and the importance of staying hydrated. They develop an understanding of keeping themselves safe during online activities.

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need to do better?

n Leadership and management are strong. Leaders are ambitious and have high expectations. They invest well in the staff and ensure that their workload is manageable. Leaders support the ongoing professional development of staff effectively and provide a range of useful opportunities to help them to extend further their good skills. Recent training has helped staff to focus on enhancing how they monitor children's progress and plan for their development. Leaders have a clear vision for the future. They monitor the quality of teaching and learning effectively and identify areas to develop further. n Leaders and staff have effective partnerships with parents. Staff engage parents well in children's learning and regularly exchange information about their achievements at home and in the setting. However, leaders do not fully include the views of parents in the self-evaluation process to help them to identify even

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need to do better?

further improvements to the setting. n Staff make good use of their observations of children and their assessment information to plan the next steps in their learning. Overall, staff provide children with quality interactions and enhance their play skilfully. However, some staff working with older children do not recognise some opportunities to adapt their teaching. They do not fully extend children's play experiences to further captivate their interest and provide them with the highest level of challenge.

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need to do better?

9 October 2019 n Staff work closely with other professionals involved in children's care to implement targeted plans for children with special educational needs and/or disabilities. n Staff support children's communication and language development skilfully, for example, through engaging them in books and interesting role play. Babies eagerly join in with action songs and rhymes. They enjoy listening to the sounds made by musical instruments and animals. Two-year-old children hide objects in sand and then ask questions, such as 'Where has it gone?' Pre-school children articulate their ideas clearly as they engage in interesting conversations and tell exciting stories. n Staff provide children with many opportunities to practise their literacy skills. Pre-school children learn to read their names and know that marks communicate meaning. For example, they draw lines to show how many bricks need to be ordered for a house they are building in role play. They make marks and read

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need to do better?

what they have written, showing a strong imagination and grasp of story structure. Babies and younger children enjoy using a range of materials to experiment with mark making, such as creating animal footprints. Staff plan good activities that help children to develop their small-muscle skills to support writing, such as using tweezers, threading and squeezing dough. n Staff help children to develop their understanding of the world. Babies eagerly explore a range of sensory materials and investigate the different textures. Older children learn about the wider community, including the different languages people speak, and taste food from around the world.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders ensure that staff are well trained in safeguarding matters. Leaders and staff have a good understanding of how to protect children from harm. They understand the procedures to follow if they identify any concerns about a child's welfare. Leaders have clear arrangements in place for managing allegations and staff know what to do should they have concerns about the conduct of a colleague. They follow robust recruitment procedures to ensure the suitability of staff. All staff are vigilant about children's safety and calmly evacuate all children from the premises during a fire drill.

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should:

n extend further the good partnerships with parents to include them more fully in the self-evaluation and help raise the quality of the provision for children to an even higher level n recognise when to adapt teaching to enhance children's play experiences and

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should:

9 October 2019 further captivate their interest to provide them with the highest level of challenge.

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Setting details

Unique reference number EY481179 Local authority Birmingham Inspection number 10076248 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care Age range of children 0 to 4 Total number of places 90 Number of children on roll 165 Name of registered person The Little Ripley Day Nurseries Ltd

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reference number

Telephone number 01213781027 Date of previous inspection 23 March 2016

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Information about this early years setting

The Little Ripley Day Nursery registered in 2014. The nursery employs 25 members of childcare staff. Of these, 20 hold early years qualifications at level 3, one holds a qualification at level 5 and one holds a qualification at level 6. The nursery is open from Monday to Friday all year round, except for bank holidays. Sessions are from 7am until 6pm. The nursery provides funded early education for three- and four- year-old children.

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Inspection activities

n The inspectors and managers completed a learning walk across all areas of the setting to understand how the early years provision and the curriculum are organised. n The inspectors carried out joint observations with the managers. n The inspectors held discussions with staff and parents, and interacted with children at appropriate times during the inspection. n The inspectors looked at a sample of documents, including evidence of staff's suitability and training. n A meeting was held between the inspectors and the managers.

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Inspection activities

We carried out this inspection 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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Inspection activities

9 October 2019 regulates and inspects 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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