Rainbow Pre-school Wickford

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive with an abundance of confidence due to the warm welcome they receive from staff as they enter the setting. They choose their favourite activities or areas to play, which are facilitated by staff who know their interests well.

Children enjoy the freedom of running in the large garden. They visit the local park where they discuss leaves changing, from green to red, in autumn. They seek out local wildlife and talk to staff about spiders having 'eight legs' and butterflies having 'two colourful wings'.

Staff consistently promote children's language development. As a result, children have good communication ...and listening skills. Children read the 'Three little pigs' story where they say, 'Blow the house down' and 'Here comes the wolf.'

They relive the story in the garden by building a house with cardboard boxes, sticks and toy bricks. Children become proud builders in the construction area where staff praise their achievements. Staff are excellent role models, guiding children's emotional development through positive reinforcement.

Children share resources, wait their turn and show respect and tolerance for each other. They learn to explore their emotions through books and role play. Children enjoy sitting in the sensory room for quiet time, looking at books or listening to calming music.

They self-regulate and learn to manage their feelings through effective teaching.

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

Staff construct an enriching learning environment for children. Children recall life experiences, such as, 'Giraffes live at the zoo' and 'Monkeys eat bananas', as they discuss fruit at snack time.

They count to 10 and link the corresponding numbers when counting. Children enjoy matching instruments to their sound and are praised for guessing correctly. Children take turns and respect each other's personal space.

They show a sense of achievement, completing puzzles using expert hand-eye coordination skills. Staff support children's learning well overall. However, at times, staff do not use effective strategies to further support children's social development and independence.

For example, too many adult-supported activities do not promote children's independent play or play with peers.Teaching is good. Children are encouraged to use language to express their ideas.

Children discuss the process of making a house out of play dough. They make connections to home, saying, 'I am putting a garage door here for daddy.' Children are supported to manage risks by balancing on tree trunks and logs.

They use their counting skills to count to 10 when stacking blocks. Children make good progress in their learning and development.Children show independence during personal care routines.

They wash their hands before meals and put on their own coats and shoes. They use tongs to select their favourite fruit for snack and pour their own drinks. Children select activities and play experiences of their choosing.

Staff teach children about diversity and the wider world. Children learn about various celebrations throughout the year, such as Chinese New Year. They learn about differences within the world in which they live.

Children adapt to different situations, such as trips outside the setting. This gives children the confidence to embrace new experiences.Transitions within the setting are well organised.

Staggered sessions support children to bond with their key person and feel safe. Teachers from local schools come into the setting to visit children before transition. Children are happy within the setting and go on to school, ready for the next stage in their learning.

Children with special educational needs and/or disabilities make good progress. Staff implement effective support plans for children. They work with parents and professionals to ensure quality education for children.

They continue to support children and families throughout any transition processes.Parent partnerships are good. Parents speak highly about staff and the confidence they have in them.

They appreciate how approachable and caring the staff are. Staff inform parents about their children's development. They give parents strategies that enable them to teach their children at home.

Learning is a continuous process for the children.Staff attend regular training and networking events to improve their teaching skills. Additionally, experienced staff mentor newly qualified staff to enhance their knowledge and learning.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nallow children to be more independent in their play to encourage independence and build friendships with other children.