Little Rainbows Pre-School CIC

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Leaders do not ensure that they, or the staff, have the knowledge and understanding they need to ensure children are kept safe. For example, they do not recognise or act upon signs that may suggest a child is at risk. They do not act on information they receive to ensure that children and their families get the support they need.

The newly developed curriculum is well designed with key milestones to identify development delay in children. However, the curriculum is not securely embedded. For example, some staff do not know how to tackle emerging concerns when children are not on track to meet their milestones.

As... a result, some children do not get the help they need to make progress in their learning and development. Staff develop positive relationships with children, who are settled, happy and familiar with the routines of the day. However, not all staff are confident with developing an open and honest relationships with parents, particularly when they have concerns regarding their well-being or their learning and development.

As a result, staff occasionally delay sharing important information with parents, preventing them from getting additional support as early as possible. Most children behave well. Staff identify when children need help to manage their feelings and put in place effective strategies to calm them and help them understand how they are feeling.

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

Leaders do not have effective systems and procedures to record information in relation to the welfare of children in line with the guidance of local safeguarding partners. Poor record keeping impacts leaders' ability to take effective action when children are at risk of harm.Gaps in leaders' understanding of their roles and responsibilities impacts their ability to gain the advice and guidance they need to keep children safe.

For example, they do not liaise sufficiently with external safeguarding agencies to share information that relates to the safety and welfare of children.Leaders do not act quickly enough to train staff to plan and deliver interventions to support children who have speech and language delay. For example, some children rely on referrals to other professionals before they get the help they need.

This delays some children's ability to meet their milestones.Leaders lack effective oversight of the setting. Although staff access regular supervision, leaders do not effectively identify when staff need help and support.

Staff do not get the guidance they need to implement the curriculum well.Staff build in opportunities for children to develop their understanding of number sequences and number names in group times. For instance, children sing number rhymes and count through routines to build some of the mathematical skills they need for their next stage.

Most children develop effective strategies to help them understand their emotions and build skills to regulate their own behaviour. For those children who struggle to do this, staff support them well to understand and regulate their emotions in a calm space. When they are ready, staff help them to successfully return to play with their peers.

This helps children to make progress in their personal, social and emotional development.

Safeguarding

The arrangements for safeguarding are not effective.There is not an open and positive culture around safeguarding that puts children's interests first.