Rainbow House Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff create a friendly and welcoming environment for children.

The children are happy and they enjoy spending time with staff and their peers. They demonstrate that they feel safe and secure here. Staff plan activities that interest and motivate children into learning.

Toddlers help to measure out the ingredients to make their own play dough. They mix them together in the bowl independently. Older children dip broccoli into paint and make marks on their paper.

These opportunities help to strengthen children's small-muscle movements.Overall, children behave well. They are excited to explore the activities.
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Children show good levels of concentration as they take part in their weekly sign language session. Staff are positive role models. They teach children to share the toys from an early age.

Babies happily pass the magnetic fishing rod to each other as they play in the water tray. They beam with delight as staff clap when they successfully catch a fish. Staff praise children for their good sharing.

Staff take children on trips to the local park and on the train to the museum. Children go on outings to the library and learn how to borrow books. These opportunities help children learn about the wider world.

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

The provider's curriculum is sequenced to build on the knowledge that children already have. Staff help to develop children's communication skills by singing songs, reading children stories and playing with them. Joyful singing can be heard throughout the nursery.

Staff ensure that children hear a rich range of vocabulary. All children, including children with special educational needs and/or disabilities (SEND) and those who speak English as an additional language, make good progress in their learning.Overall, children's behaviour is good.

Staff regularly praise children for their engagement during activities. This promotes children's self-esteem. However, staff do not always provide consistently clear instructions for older children to follow, particularly during transition times.

Therefore, children are sometimes unsure of what is expected of them.Children develop an appreciation for books, which are freely available in each of the rooms. Young children learn how to turn pages in books by themselves.

Older children spend time looking at books independently and talk to their peers about the pictures.Staff promote children's physical development well. Babies use walking aids to practise moving around outside.

Toddlers climb, balance and crawl through tunnels on the outdoor play equipment. Older children ride around the outdoor area on balance bikes. This helps to strengthen children's large-muscle movements.

Staff plan opportunities that enhance children's independence skills. Babies feed themselves at lunchtime. Toddlers try to put their own coats on.

Older children pour their own drinks. This helps to prepare children for the next stage in their learning.Children are provided with healthy, nutritious meals.

Staff are aware of children's allergies and dietary requirements when serving food and ensure that these are adhered to. They teach children about oral health. Staff talk to and read stories to children about foods that are good and bad for their teeth.

This helps to promote children's overall good health.Parents are complimentary about the nursery. They praise the staff for being flexible with the settling-in sessions.

They are thankful for the regular updates they receive about children's development on the online app. This helps to provide continuity in children's learning.The provider has formed close relationships with the children's centre.

They work together to support parents with children's developmental needs, such as toilet training. Staff work closely with a range of outside professionals. This helps staff gain further knowledge on how to support children with SEND.

Staff receive individual supervision meetings. However, these are not focused enough to ensure that staff receive support and coaching to raise the quality of their teaching and interactions with children to the highest level.The provider ensures that additional funding, such as early years pupil premium, is used effectively to promote the well-being and learning of individual children.

Safeguarding

The arrangements for safeguarding are effective.Staff are aware of their role and responsibilities to safeguard children. They have a good understanding of the signs and symptoms that would indicate a child is at risk of abuse.

Staff are trained to understand the provider's safeguarding policies and procedures. They know the referral procedures to follow in the event of a concern. The owner ensures staff working with children are safe and suitable to do so by following comprehensive safer recruitment procedures.

Staff practise regular fire evacuation drills with children. They teach children about road safety when they go on outings.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: provide children consistently with clear instructions at all times so they understand what is expected of them provide staff with supervision sessions that identify and target weaknesses in their practice to consistently support their knowledge and skills even further.

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