Little Rainbows Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children enjoy their time at this nursery. New children settle in quickly and there are lots of interesting activities for them to explore. Younger children move around safely and confidently, developing their body coordination well.

Staff praise children's efforts and achievements to help promote their self-esteem. They encourage children to share and take turns. This support keeps children motivated and enthusiastic.

Indoor resources promote all areas of development very well. The outside area complements what children are learning indoors. Staff hold interesting conversations with toddlers during activities.
.../>They introduce a range of vocabulary which helps to promote children's language skills very well. They teach children about the importance of safety as they play, for example using their walking feet indoors. Older children are confident, friendly and sociable.

They have active imaginations, as shown when they skilfully created a house with construction toys. Children listen very well to each other. They take on board each other's ideas and solve problems, such as deciding how to fit different shape blocks together so they balance.

Children show a keen interest in books and join in stories with enthusiasm. These valuable learning experiences enable children to develop skills for their future lives.

What does the early years setting do well and what does it need to do better?

Staff promote children's emotional well-being effectively.

For example, new children are settled and secure. They form strong relationships with the adults who care for them. Staff are very skilled at supporting children's social skills.

They encourage children to take turns. Staff make the most of opportunities to praise children and encourage positive behaviour. Consequently, children are very well behaved.

Staff support children's communication and language well. They talk to toddlers about what they are doing, so that they link words with actions. For instance, 'rolling the dough' and 'squeezing the dough'.

Staff ask children questions and gives them time to reply. They expertly model sentences by repeating what children say and adding words to extend their vocabulary. Staff hold interesting conversations with older children and encourage their thinking through skilful questioning.

Consequently, children make good progress from their starting points.Older children learn to be independent. For example, they help themselves to pots of mark-making tools, paper and scissors.

They use these expertly and safely to draw and cut out their pictures. Children attend to their personal needs successfully and understand the importance of washing hands.Children are supported to be physically active, which helps promote their well-being.

However, on occasions, staff do not use opportunities consistently well to support children's knowledge of healthy food and enhance their awareness of healthy lifestyles further.Staff gather useful information from parents about children's starting points, interests and routines. They meet children's needs well.

However, during the transition between some activities, staff do not give children time to finish what they have started before moving them on to what is next. As a result, transition is not as smooth as possible.Parents are very positive about the care that staff provide and the progress their children make.

Staff share useful information with parents about children's day and how parents can contribute to their learning at home. The positive partnerships with parents enhance children's care and learning well.Children develop an interest in, and curiosity for, mathematical concepts from an early age.

They enjoy solving problems as they complete puzzles and work things out for themselves. Staff make the most of opportunities to introduce mathematical thinking during everyday activities. For example, they count with children and talk about shapes, such as 'flat' and 'circle', as they play.

The manger evaluates the provision and staff practice effectively, which gives her a good oversight of the quality and standards at the nursery. She provides strong support for staff to help guide them and models good teaching practice. There is a programme of targeted support to aim for even higher quality of teaching.

Safeguarding

The arrangements for safeguarding are effective.The provider has thorough recruitment and induction procedures in place to check that staff are suitable to care for children. Staff have a clear understanding of their responsibilities and the procedures to follow if they have a concern about a child's welfare.

The provider and her team implement a range of safety procedures, for example checking that all areas, toys and resources are clean and safe. Furthermore, they teach children effectively about safe play to help them understand about hazards and make sensible decisions.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop and implement more effective transition between activities to help prepare children for what is going to happen next provide stronger consistency to help support children develop their understanding of healthy food and promote healthy lifestyles further.