Ripley Pre-School

Inspection of Ripley Pre-School Ripley C of E Infant School, Wentworth Close, Ripley, WOKING, Surrey GU23 6ED

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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 Requires improvement

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The provision is good

As children arrive, they are warmly welcomed by the friendly, caring staff, who understand each child's unique personality. Children are happy and eager to take part in activities. The children who are new to the pre-school receive lots of support and attention to help them settle at their own pace. Children build close relationships with staff. They actively seek them out to join in their games.

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The provision is good

The pre-school focuses on promoting children's personal, social and emotional development to help them learn to make friends and enhance their well-being. Children behave well and are developing good social skills. Staff model kindness and good manners, and children mirror this when talking to their friends. For example, children apologise and make sure that their friends are okay after bumping into them. This demonstrates that children are developing an understanding of the potential impact of their own behaviour on others. Staff support children's communication skills well. For example, they extend children's language by adding new words as they play and repeat back their speech to support their pronunciation.

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The provision is good

Staff enthusiastically join in with children's play. This promotes children's positive attitudes towards their learning. Children are invited by staff to be 'birdwatchers'. They use binoculars and telescopes as they help staff to count the different varieties of birds seen in the garden. Afterwards, they make bird feeders to encourage more birds to visit their setting. This supports children to learn about the world around them.

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need to do better?

n Management and staff are committed to providing good-quality childcare. They demonstrate enthusiasm and strive to provide every opportunity for all children to thrive during their time at the pre-school. There is a strong team ethos and a high emphasis is placed on supporting staff well-being. n Children form close bonds with staff, who know them well. They receive cuddles and reassurance if they are upset and naturally seek the support of staff if they need help. This supports children's emotional well-being. Management and staff implement appropriate boundaries and support children to manage their emotions. Children are taught to share, take turns and be kind to their friends. n Staff place a high priority on developing children's confidence and independence. For example, children learn to independently put on their outdoor clothing and manage their personal care needs well. Additionally, mealtimes are successfully

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need to do better?

used to develop children's social skills and independence, as well as their understanding of the importance of nice manners and good hygiene routines. n Management are committed to continually developing the pre-school provision

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need to do better?

5 February 2025 for children. They have a clear understanding of how to make continuous improvements to develop the pre-school provision. They are currently working to fully embed their staff supervision and monitoring process to ensure staff are targeted and developing their own skills and knowledge. n Staff provide daily opportunities for children to be physically active in the fresh air. They encourage children to take managed risks in their play as they practise new skills, such as balancing on giant balls and kicking a football into the goal. Children learn to use their feet to manoeuvre wheeled toys and eagerly chase their friends. They delight at finding a range of bugs under pots and in the soil, and they talk about the snail and how it moves across their hands. n Management and staff recognise the importance of sharing stories and singing songs to promote children's communication and recall skills. Children use their

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need to do better?

developing language to answer questions and talk about the illustrations in story books. Older children enthusiastically sequence pictures from the story, explaining their thinking and recalling events confidently. n Staff are calm and caring, and they show an in-depth understanding of children's individual care and learning needs. They plan a range of enjoyable experiences to support children's development. However, they do not always consider how to adapt activities to reflect the differing abilities and levels of children. As a result, some children benefit more than others from the intended learning. n Partnerships with parents are good and they say that their children are happy attending. They comment on children's close relationships with staff and how well their children have settled in. Parents are pleased with the regular information they receive about their child's care and learning progress, and how

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need to do better?

they can consistently support their child's development at home, such as supporting with toilet training and healthy eating ideas.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n support staff to develop a more secure understanding of how to target activities to support the skills and knowledge children need to learn next.

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Setting details

Unique reference number EY458470 Local authority Surrey Inspection number 10338022 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 24 Number of children on roll 21 Name of registered person Ripley Pre-School

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reference number

Telephone number 01483 223230 Date of previous inspection 29 February 2024

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Information about this early years setting

Ripley Pre-School originally registered in 2003 and re-registered in 2012. The pre- school is located in the former Ripley Church of England Primary School, Ripley. It employs four members of staff. Of these, two hold appropriate early years qualifications at level 3. The pre-school is open Monday to Friday from 9am to 3pm, term time only. The pre-school provides government funded early education places for children aged from two to four years.

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Inspection activities

n The manager and inspector completed a learning walk across all areas of the pre-school to understand how the early years curriculum is organised. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. She spoke with staff and children during the inspection. n The inspector and manager carried out a joint observation. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working at the pre-school. n The inspector spoke to parents, staff and children during the inspection and took account of their views.

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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

5 February 2025 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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