Ripe Nursery School

Ripe Nursery School

Unique reference number (URN): 2786583 Address: The Hayton Baker Hall, Ripe, LEWES, East Sussex, BN8 6AP Type: Childcare on non-domestic premises Registered with Ofsted: 22/04/2024 Registers: EYR, CCR Registered person: Ripe Nursery School Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children make rapid progress from their starting points because staff know them exceptionally well and provide highly effective support. They build essential knowledge and skills through meaningful play. Children respond confidently to the high-quality interactions that staff provide. They develop their communication and language quickly. Children use new vocabulary, join in with stories and songs and express their ideas clearly.

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Achievement Strong standard

Those children who face barriers, including those with special educational needs and/or disabilities, those new to the setting or those who are disadvantaged, also make swift progress. Children are confident and increasingly independent. They manage routines with ease, choose activities with purpose and maintain concentration during play. Children collaborate well, share ideas and solve problems together, strengthening their social development. They take pride in their achievements and enjoy celebrating their successes with staff and their friends. All of these skills prepare children wonderfully well for the next stage of their learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders set clear and consistent expectations for children's behaviour. They establish routines that help children feel secure and ready to learn. Leaders promote children's attendance effectively. They work closely with parents and carers to support consistent routines, including tailored settling-in arrangements for children who need them.

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Behaviour, attitudes and establishing routines Strong standard

Staff think carefully about the environment and daily structure. They use predictable songs, visual cues and transitions that support children's confidence and help them to regulate their feelings. Leaders ensure all staff understand these routines. They model the warm and respectful interactions that underpin children's positive attitudes.

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Behaviour, attitudes and establishing routines Strong standard

Staff build very trusting relationships with children. They respond with encouragement and gentle reassurance, helping children to manage their feelings and navigate social challenges. Staff model the language of sharing and kindness, and children mirror this in their play. For example, during group activities, staff use agreed phrases and calm prompts to help children take turns and collaborate. Children show positive attitudes to learning. They engage deeply in play, maintain concentration and show pride in their achievements. Outdoors, for instance, children attempt new activities confidently as staff remain close by.

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Behaviour, attitudes and establishing routines Strong standard

Staff use inclusive strategies to support children with special educational needs and/or disabilities and those who face barriers to their learning. These approaches reflect the clear expectations and consistent routines leaders have embedded. All children behave exceptionally well, feel safe and thrive in this nurturing environment.

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Children's welfare and wellbeing Strong standard

Leaders prioritise children's welfare and wellbeing consistently. They create a calm and nurturing environment where children feel very secure from the moment they arrive. Routines and the home-from-home feel, such as soft lighting, natural materials and slippers, help children to settle extremely quickly. Leaders ensure staff understand their responsibilities. They model the warm and consistent interactions that promote children's safety and comfort.

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Children's welfare and wellbeing Strong standard

Staff build a detailed understanding of each child through home visits, daily conversations and ongoing observations. They respond sensitively, adapting settling-in sessions, transitions and rest times so every child feels supported. This helps all children to manage routines and feel settled and emotionally secure.

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Children's welfare and wellbeing Strong standard

Healthy habits are promoted incredibly well throughout the day. Staff discuss the importance of handwashing, drinking water and resting. They model these behaviours consistently. Staff use predictable songs and transitions that help children to feel confident and at ease. For example, after lunch, staff play calming music, dim the lights and read quietly. Staff show older children how to relax their bodies and settle for rest.

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Curriculum and teaching Strong standard

Leaders have an excellent understanding of the quality of the curriculum and teaching. They design an ambitious, inclusive and carefully sequenced curriculum that reflects the needs, interests and starting points of all children, including those who face barriers to learning.

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Curriculum and teaching Strong standard

Staff teach activities skilfully, breaking children's learning into manageable steps and extending it. For example, children use different-sized syringes and containers when pouring water down channels or aiming at targets. This develops their fine motor control and problem-solving. High-quality interactions extend children's thinking and language. Staff judge well when to step back to allow sustained play or when to intervene to deepen children's learning.

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Curriculum and teaching Strong standard

Leaders ensure the curriculum is inclusive. Staff adapt teaching effectively for children with special educational needs and/or disabilities and those who are disadvantaged. They weave communication, language and mathematical learning through routines and play. This ensures every child can participate successfully. For instance, children count how many are present each morning and eagerly join in with number songs while balancing and jumping from beams outside. They also delight in looking at books and sharing cosy story times with staff. Children talk about the characters and their feelings, deepening their love of stories and building an early understanding of their emotions.

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Inclusion Strong standard

Leaders and staff identify children's needs quickly and effectively from the moment they start. For example, alongside careful observations, they carry out home visits for all new children. This helps them get to know families very well. It also helps staff to understand each child's needs, interests and level of development from the beginning. Barriers to children's learning and wellbeing are reduced through well-targeted support. Staff know each child's next steps and use strategies that make a clear difference. For instance, they use phrases in children's home languages, simplified language, visuals, signing and small-group listening activities to support children's communication and attention.

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Inclusion Strong standard

Staff work closely with leaders to assess, plan for and provide individualised support for children with special educational needs and/or disabilities (SEND). They consult with parents and carers at every stage, create support plans and agree on shared strategies, such as now-and-next boards. Staff use advice from external professionals, such as the local authority's early years service, health visitors and speech and language specialists to strengthen their support. Leaders and staff review the impact of support frequently and adapt plans to ensure all children's progress continues.

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Inclusion Strong standard

Leaders make thoughtful observations of disadvantaged children and use funding effectively to meet their needs and interests. This helps children to engage fully in play and learning and broadens their experiences. This collaborative and well-structured approach ensures all children, including those with SEND or facing disadvantage, are fully included and make excellent progress from their starting points.

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Leadership and governance Strong standard

Leaders are passionate about their role, and this is reflected in their very positive direction for the setting. They are reflective, ambitious and deeply committed to ensuring that all children thrive. Leaders know their team exceptionally well. They use their detailed understanding of staff's strengths and development needs to shape responsibilities, coaching and training. Leaders are consistently present in the setting, observing practice, modelling high-quality interactions and offering targeted feedback that strengthens teaching.

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Leadership and governance Strong standard

Governance is supportive and highly effective. They work closely with leaders to reduce workload, support staff's wellbeing, improve staff's expertise and invest in high-quality resources that enhance children's learning. Staff's wellbeing and professional growth remain a priority. Leaders offer flexible working arrangements, provide time for training and encourage staff to pursue their training interests, such as forest school, woodworking and trauma-informed practice. This builds staff's expertise and supports children's varied needs. Staff report feeling valued, supported and proud to work in the setting.

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Leadership and governance Strong standard

Leaders work closely with outside agencies and local schools. Leaders attend transition meetings and use feedback to refine how children are prepared for their next stage, including starting school. They build excellent partnerships with parents and carers and the community. For example, home visits, daily conversations, termly meetings and family events help parents to feel welcomed and involved. Leaders are forward thinking, taking parents' feedback into account and constantly striving to improve the offer they provide to local families.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children thrive in this nurturing and cosy setting. They are warmly greeted by staff, who know them well and take time to talk with families. Staff welcome parents and carers into the setting for a catch-up chat. Leaders communicate the value of positive attendance and work closely with families to support consistent routines. When families face difficulties, staff respond flexibly while still reinforcing the importance of regular attendance. This balanced approach helps children to settle quickly and benefit fully from the curriculum.

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What it's like to be a child at this setting

The home-from-home feel helps children to confidently manage familiar routines. For example, they put away their belongings, change into slippers and self-register before eagerly choosing from the rich range of activities on offer inside. When children choose to go outside, they know how to get ready and walk safely with staff to the large field. These predictable routines support children's independence and reflect the calm and thoughtfully designed environment leaders have created.

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What it's like to be a child at this setting

Staff build warm, trusting and secure relationships with all children. They take great care to understand and respond sensitively to their needs and interests. This supports all children to feel safe, valued and eager to learn. Children confidently chat and play with staff, asking for help when needed, and they delight in sharing their achievements.

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What it's like to be a child at this setting

Interactions are of a consistent high quality. Staff model rich language, narrate children's play and introduce new vocabulary. This helps children to make rapid progress in communication and language. Children who face barriers to their learning benefit from targeted support, such as visuals, signing and small-group activities.

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Address:

The Hayton Baker Hall Ripe LEWES East Sussex BN8 6AP

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Address:

Type: Childcare on non-domestic premises Children are confident and curious learners who engage deeply in their play. For example, they create and share imaginary dinners in the role-play area. They take turns to fill a toy dumper truck with wood chips and wait patiently to attempt trickier tasks, such as balancing on beams and climbing equipment. Children develop excellent social skills. They play exceptionally well together, cooperate and show kindness. These positive attitudes and skills prepare them very well for their next steps in learning.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff, parents, carers and children during the inspection.

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About this inspection

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. Registration date: 22/04/2024

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About this inspection

Registered person: Ripe Nursery School Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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