Rainbows Day Nursery Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children happily enter the nursery and quickly settle into the familiar routines of the day. Staff greet children with warmth and kindness, which helps them to feel safe and secure. Leaders design a tailored settling-in process that means all children's needs are catered for.

For example, children can have as many sessions as they need and parents can stay with them if they want to. As a result, families feel well supported and strong, trusting relationships are formed early in the children's nursery journey. Staff encourage children to be independent from an early age.

They support children to put on their waterproof ...clothes to go outside and enjoy the fresh air in all weathers. Children delight in splashing in big puddles. They explore the different textures inside pumpkins, and staff teach children to count the seeds.

They ask questions that extend the children's knowledge of size and capacity as they scoop and empty water. There is a strong focus on supporting children's communication and language. Children show a love of books and staff make good use of songs to encourage language.

Children learn about democracy as they vote on which book they would like to read next. Staff speak clearly, role model new words and repeat phrases. This allows children to copy and practise new vocabulary.

Consequently, children develop into confident communicators.

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

Leaders are passionate about supporting the local community they serve. They are highly tuned into the needs of the families they care for.

They use this knowledge to plan a rich and broad curriculum that gives children the vital skills they need for their future. This includes nature walks, park trips and regular outings into the local area. Consequently, children develop physical stamina and learn about road safety and the importance of daily outdoor play.

Staff plan precisely for their key children, and they focus on the children's next steps and interests. Therefore, the majority of children engage in activities for a long time and show a keenness to know more. Most children confidently move around the space and choose what activities they would like to use next.

However, there are times when quieter, less confident children do not receive enough support and interaction from staff to help them to engage fully in learning. As a result, not all children make rapid progress in their development.Parent partnership working is strong.

Leaders are keen to bring families into the nursery. They plan regular stay-and-play sessions where parents and carers can join in with activities. This allows staff to share progress updates and form relationships with families.

Staff share ideas on how parents can continue learning at home. This helps to consolidate children's learning between home and nursery.Children generally behave well.

Staff gently remind children to walk indoors and use manners at mealtimes. They use actions and signing to support younger children or those who speak English as an additional language. Staff are very attentive when children display any unwanted behaviour.

For example, they quickly remind children to sit down if they stand up when eating, and not to kneel on their chairs. However, they do not consistently provide children with an explanation so they can begin to understand the reason why some behaviour is not appropriate.Supporting the good health of children is given the utmost priority.

Teaching of oral hygiene is excellent. All children practise cleaning their teeth at least once during the day. Staff teach children the correct technique, and they sing a song to help them understand the importance of visiting the dentist regularly.

They also provide equipment and information for children to take home. As a result, children are building healthy habits for their future.Children thoroughly enjoy their time in the nursery.

All children are happy and settled. Staff recognise that children with special educational needs and/or disabilities might need extra support. They effectively deploy themselves to meet their needs and adapt the environment specifically for these children.

Staff work well as a team, and they say they feel well supported by leaders. This helps them to feel valued and improves staff morale.

Safeguarding

The arrangements for safeguarding are effective.

The manager, deputy manager and staff fully understand their role and responsibility to safeguard children. Staff know the signs to look for if they are concerned about a child's welfare. The manager and staff know the procedure to follow if they are worried about a child.

They know who to contact if an allegation is made against a member of staff. Staff complete regular risk assessments of the learning environment. They count children in and out of rooms and effectively deploy themselves to keep children safe.

The leaders follow robust recruitment procedures and assess the ongoing suitability of staff. This helps to keep children safe.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: provide children with an explanation about why some behaviour is not acceptable, so that they develop a greater understanding of how and why to behave appropriately develop further the interactions between staff and children who are quiet or less confident, to encourage them to participate in activities and make the best possible progress.

Also at this postcode