The Little Ripley Day Nursery

Inspection of The Little Ripley Day Nursery 2 Goldieslie Road, SUTTON COLDFIELD, West Midlands B73 5PQ

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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 Outstanding

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The provision is good

Staff create a caring and secure environment. On arrival, they warmly welcome families, which helps children to settle quickly. Staff know children well and respond sensitively to their needs. The curriculum reflects children's interests, personal circumstances and encourages exploration. For example, staff plan activities to support children with new siblings. Children wash dolls and role play with their friends, which helps to promote social skills and confidence. Staff celebrate achievements, which raises children's self-esteem and motivates them to try new things. For instance, staff praise children who proudly share a 'starfish' they found during water play. This helps to build strong relationships. Staff plan community visits that broaden children's experiences and deepen their understanding of the world. Parents praise the setting for being caring and respectful of all backgrounds and family structures.

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The provision is good

Through routine and positive role modelling, staff promote respectful behaviour. They encourage turn-taking, cooperation and kindness, which helps children form strong friendships. For example, during skittles, children wait patiently and celebrate one another's successes as they have a go.

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need to do better?

n Staff deliver a broad curriculum that promotes curiosity and creativity. For example, through role play and sensory exploration staff model positive interactions. Children repeat key words, such as 'fish' and 'net', and develop interaction skills as they explore alongside their friends. n Staff observe and assess children regularly to understand where they are in their development and where they need support next. They share this information with parents and carers through parents' evenings and daily conversations before the child goes home. In addition, parents share what their child can do at home. As a result, children make good progress from their starting points. n Leaders explain how the setting identifies and supports children, when necessary, with any potential gaps in their learning. They work closely with parents and external professionals when needed. This means children receive targeted support in a timely way, which assists staff to close any gaps in

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need to do better?

children's learning. n The curriculum for physical development is well sequenced. In the baby room, staff focus on supporting children to crawl, providing soft resources that are placed at their level. Older children have access to a range of resources to support their physical skills, such as climbing frames, tricycles and obstacle courses. As a result, children build strong balance and coordination skills and develop a love of being active from an early age. n At times, staff challenge children appropriately during play. For example, they

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need to do better?

19 August 2025 introduce new mathematical concepts, language and promote physical skills when balancing building blocks outdoors. However, when children share ideas or their attention diverts, staff do not always follow their lead to deepen their understanding and learning further. n Staff use mealtimes well to provide purposeful learning opportunities. Children serve their own food and pour their own drinks. This helps to build on independence skills. In addition, staff use questioning well to prompt discussion about where foods, such as potatoes and carrots, come from. As a result, children engage in conversation and show a secure understanding of these routines. n Leaders monitor practice through supervisions, team meetings and peer observations. This helps to support staff as they identify professional development goals. Staff speak positively about their induction and share the knowledge they have gained from training. They feel well supported, which

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need to do better?

contributes to a positive and supportive working environment. n Staff model positive interactions with each other. This helps children in managing their own feelings and to understand behavioural expectations. As a result, children behave well, show kindness to others and develop confidence and pride in their achievements.

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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 strengthen staff practice in how to extend children's learning and meet their individual learning needs consistently.

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Setting details

Unique reference number EY343491 Local authority Birmingham Inspection number 10413408 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 58 Number of children on roll 106 Name of registered person The Little Ripley Day Nurseries Limited

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reference number

Telephone number 0121 3548324 Date of previous inspection 20 February 2020

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Information about this early years setting

Little Ripley Day Nursery registered in 2006. The setting employs 19 members of childcare staff. Of these, one has an appropriate early years qualification at level 5, sixteen are qualified at level 3 and two at level 2. The setting opens from Monday to Friday, all year round, except for bank holidays, from 7am until 6pm. The setting provides funded early years places.

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Inspection activities

n The inspector viewed relevant documentation and reviewed evidence of the suitability of staff working in the setting. n The inspector spoke to several parents during the inspection and took account of their views on partnership working and children's learning and development. n The inspector completed a learning walk with the manager, focusing on the curriculum for the different age groups and what they want children to learn. n The inspector observed staff practice during activities and assessed how effectively it promoted children's learning. n The inspector completed discussions with staff at appropriate times during the inspection. n The inspector spoke to the special educational needs coordinator about how they support children with special educational needs and/or disabilities. n The inspector completed a joint observation with the manager.

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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

19 August 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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