The Little Ripley Day Nursery

The Little Ripley Day Nursery

Unique reference number (URN): 2816796 Address: 192 Boldmere Road, Sutton Coldfield, B73 5UE Type: Childcare on non-domestic premises Registered with Ofsted: 01/11/2024 Registers: EYR Registered person: The Little Ripley Day Nurseries 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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Children's welfare and wellbeing Strong standard

Leaders and staff consistently prioritise children's welfare and wellbeing. They create a safe, nurturing and well-organised environment, where all children feel secure, valued and included. Leaders are highly responsive to children's needs and adapt their practice accordingly. For example, they work in close partnership with parents and carers to understand children's dietary requirements and allergies. Parents are invited into the setting to share information, and staff collaborate with them to ensure children's dietary needs are supported. A thorough settling-in process enables staff to understand babies' and children's routines. This supports smooth transitions into the setting and meets individual needs from the outset.

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Children's welfare and wellbeing Strong standard

Safe-sleeping practices are embedded. Staff monitor babies' and children's sleep routines closely and carry out regular safety checks. Rigorous audits of the environment and equipment help maintain high standards. Staff create a calm, relaxed sleep environment. For example, they use soothing music and darkened rooms to help babies and children settle quickly.

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Children's welfare and wellbeing Strong standard

Children, including those who face barriers to their learning and/or wellbeing, benefit from outdoor learning experiences. They explore the bicycles with confidence and say 'beep, beep' as they ride. Children develop their control and coordination as they kick balls to staff and climb over the bridge. Staff encourage children to throw and catch balls, supporting their physical development.

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Children's welfare and wellbeing Strong standard

Staff teach children about the importance of brushing their teeth. For example, children take part in practical activities using resources such as large models of teeth and toothbrushes. They engage in discussions about oral hygiene and talk about healthy and unhealthy foods. As a result, children learn about oral health and develop an early understanding of healthy lifestyles.

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Inclusion Strong standard

Leaders have created a truly embedded, inclusive and nurturing environment for all children. They liaise with other professionals to ensure the right support is in place. Leaders and staff consistently identify children's needs swiftly and implement targeted learning plans. These plans are reviewed regularly to reflect children's changing needs. As a result, children receive timely, well-matched support that enables them to thrive. Children in receipt of additional funding benefit from targeted resources, such as outdoor equipment, toys and enriching experiences that enhance their learning and development. Leaders monitor this funding closely to ensure it is used effectively and aligns with each child's individual needs.

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Inclusion Strong standard

Leaders and staff have established strategies that consistently support children's learning experiences. They have embedded advice from other professionals, including the use of 'love hearts' to support children with transitions into the nursery. For example, when children feel upset, they know they can touch the love heart on their hand to remind them of their parent or carer and to help them feel calm. This helps children to regulate their emotions. In

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Expected standard

addition, staff use a communication and language screening tool, alongside signs, visual prompts and adaptations to practice to ensure all children can join in and learn. These approaches enable children to communicate effectively and manage their emotions with increasing confidence.

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Achievement Expected standard

Typically, all children make progress from their starting points across all areas of learning. Babies learn to crawl and stand steadily. They learn to walk with support and encouragement, and develop confidence as they fall and keep on trying. Babies explore and learn to fill and empty containers using spades, for instance. They relish story time, join in with actions and copy words and animal sounds. This develops their early communication and language skills.

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Achievement Expected standard

Children learn to retell stories, such as 'The Very Hungry Caterpillar'. They use new vocabulary, such as 'reflection', 'big' and 'tall', as they recount key events. Children learn about keeping their teeth healthy and use this knowledge as they immerse themselves in imaginative play. For example, they use large-scale model teeth and brushes to practise the skills they have learned. Children develop early mathematical understanding as they learn to count, name shapes and identify colours. All children are generally prepared appropriately for their next stage of education.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have typically set clear expectations for behaviour. Staff teach children about kindness and respect and use gentle reminders when needed. They model positive behaviours, such as taking turns and sharing. This helps children to understand what is expected of them and how to behave with others. Leaders ensure that attendance is actively promoted and work closely with families so they understand the importance of regular attendance. Leaders monitor children's attendance carefully to support positive habits from the earliest stages.

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Behaviour, attitudes and establishing routines Expected standard

All children generally know their routines. Staff understand and follow the daily routines, such as mealtimes, tidy-up time and carpet sessions. However, during transitions, such as tidy-up time, children are not consistently helped to understand what will happen next. As a result, younger children do not always benefit from well-established, predictable routines that help them understand and prepare for the next part of their day.

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Behaviour, attitudes and establishing routines Expected standard

Overall, leaders and staff promote a nurturing and inclusive culture where children, including those who face barriers to their learning and/or wellbeing, are valued and supported. Staff know all children well and have developed warm, caring relationships with them. Children are encouraged to say 'please' and 'thank you' as they interact with one another. Staff use praise, such as saying 'well done', to celebrate children's achievements. As a result, children develop positive attitudes to their learning.

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Curriculum and teaching Expected standard

Typically, leaders have designed an ambitious and well-sequenced curriculum. Staff get to know all children very well. For example, they spend time with children to find out about and understand their interests and what they can or cannot yet do. Staff use this information effectively to plan next steps for children's learning and development.

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Curriculum and teaching Expected standard

Staff weave mathematics through daily routines. For example, they name shapes, such as circle and square, and use contextual language as children build models with magnetic shapes. Children use nets to catch small, toy fish and count aloud with staff support. They repeat the activity and use their fingers to show numbers as they count out their fish. However, staff do not always use their interactions to further challenge and extend children's learning. This means children sometimes continue activities without being encouraged to think further to build on what they already know. Leaders recognise that these interactions are yet to be fully embedded.

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Curriculum and teaching Expected standard

Children develop their emotional skills. Staff use stories to help children, including those who speak English as an additional language, understand and talk about their feelings. Children link colours to emotions. For example, children say that yellow represents happy and use an 'angry voice' for red. Children share comments, such as 'I get sad when it rains'. This helps children to recognise, label and express their emotions confidently.

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Leadership and governance Expected standard

Leaders are passionate about providing all children with the best care and education. They place children's wellbeing and welfare at the heart of their practice. Leaders typically understand the setting's strengths and areas for improvement. For example, they understand where further support is needed to enhance practice. Leaders work in partnership with families to secure the support needed to meet children's individual needs. Parents and carers are generally positive about the setting. They say staff and leaders keep them informed about transitions, sleeping routines, feeding and nappy changes. Parents comment on the progress their children have made in communication and language. They appreciate how quickly staff create individual care plans, which gives them reassurance. Parents say the setting's online platform is useful and provides information about children's routines, arrival times and photos of their learning and development. However, parents are

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Leadership and governance Expected standard

not always fully informed about their children's next steps in learning and development, to help them extend their learning at home.

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Leadership and governance Expected standard

Overall, staff feel valued by leaders. They have opportunities to develop their professional expertise and skills. For example, leaders have identified further training around special educational needs and/or disabilities to support staff growth in the setting. Staff report that leaders have an open-door policy and regularly check in with them to support their wellbeing. This helps to ensure staff feel confident and supported in their roles.

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

All children arrive happy, settled and ready to start their day in this highly inclusive setting. Leaders and staff greet children warmly and create an immediate sense of safety and belonging. Children are supported to enter their rooms with independence as they hang up their bags and coats confidently. They settle quickly and choose breakfast, if they wish, or engage in activities. Staff are deeply attentive and welcoming. They offer reassurance through smiles and their nurturing approach. All children have formed close, trusting bonds with staff and seek them out readily for comfort. This helps to build children's emotional wellbeing and sense of belonging, and it helps to reduce barriers to learning and/or wellbeing.

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

Babies, including those who are new to the setting, independently explore their environments. They wave to say hello and smile at familiar staff as they demonstrate early social-communication skills. Babies love stories, books and sensory toys and explore with a variety of instruments, such as maracas. They excitedly copy animal sounds, such as 'moo', when asked, 'What sound does the cow make?'. This helps to support babies' early communication and language development. Younger children engage in sand play, filling and emptying buckets, using spades. Children make progress from their starting points. They hear new vocabulary throughout the day, such as 'more', 'full' and 'taller'. Children use these words in their play as they develop their language skills. Older children enjoy creating hedgehogs using soft dough. They use resources, such as straws and googly eyes, to form spikes and facial features. Children show creativity and control in their movements. They

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

naturally count the spikes, one by one, and proudly announce that their hedgehog has '18 spikes'. Children develop their early mathematical skills.

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

Leaders monitor attendance to ensure all children attend the nursery regularly. They share information with parents and carers to promote positive habits for the future.

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Next steps

Leaders should support staff to fully embed positive routines for younger children so that they consistently understand what will happen next. Leaders should support staff to embed high-quality interactions with children, to consistently challenge and extend learning and build on what they already know and can do. Leaders should strengthen partnerships with parents and carers further, keeping them fully informed about their children's next steps in learning and development.

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Address:

192 Boldmere Road Sutton Coldfield B73 5UE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Little Ripley Day Nurseries Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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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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About this inspection

The inspector spoke with leaders, staff, children, parents and carers, and took account of parents' written views 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.

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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

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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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