Rainbows Playgroup Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children quickly settle into playing with the range of interesting activities that staff provide for them.

For example, children love to make sounds using the musical stepping stones. Staff want children to do the very best they can and respond positively to what children say and do. Children learn new skills at playgroup, such as how they can use their arms to help them balance as they walk on beams.

They hear staff using the correct terminology; for example, when a child picked up a shape and said it was a spot, a staff member sensitively helped the child to learn the word 'circle'.Children understand the playgroup r...outines and how to manage their feelings. This helps to create a calm and friendly atmosphere.

Staff are attentive and make sure any hazards in the playgroup are quickly addressed to keep children safe. Children play safely in the well-organised environment.Parents quickly notice changes in how their children communicate soon after they start playgroup.

New children settle into the playgroup well because staff take time to get to know them and their parents. The COVID-19 (coronavirus) pandemic has changed the settling-in procedures and staff manage this well.

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

The manager recognises what children need to know and be able to do when they leave playgroup.

She communicates this to staff and, because they understand how young children learn, they provide opportunities for children to build up the knowledge and skills they need to succeed. However, the staff do not always coordinate how they deliver the curriculum, leading to a lack of clarity for the manager about which activities they have provided to meet the specific learning needs of individual children. Activities are therefore, not always used with the intended focus for specific children.

The staff have a strong focus on developing children's confidence, communication and physical skills. In the short time that children attend playgroup they learn routines and practice skills. They learn how to hang up their own coat after playing outdoors, how to sit for group story time and they begin to recognise their name, to help them to get ready for their move to nursery school.

All staff work closely with parents and professionals when children have special educational needs and/or disabilities. They take prompt action when they identify concerns that mean a child may not reach typical expectations. As a result, the children receive the support they need.

Any additional funding is used carefully to meet the children's learning needs. Currently this provides extra staffing and special equipment.Children are not afraid to experiment or keep trying until they achieve what they want to.

They are supported to do this by staff who, at appropriate times, make suggestions or explain how something works. For example, a child was curious about how to use interlocking blocks. She tried to put one block on top of another but, because of the shape, the block fell off.

After skilful adult intervention, the child learned how the blocks fitted together and made several groups of two blocks before she moved away, satisfied with what she had achieved.Children enjoy making marks and being creative. The range of mark-making equipment is varied and includes large decorators' paintbrushes, cotton buds and chunky chalk.

Children gain confidence as they use the different mark-making equipment. The most able children develop good pencil control, which they use to make carefully placed marks when they mimic staff as they write.Staff are well qualified and very experienced.

Their training needs and professional interests are well supported by the manager. During the COVID-19 pandemic, the manager continued this support by providing staff with access to an online training platform. Staff use their training well to support children and their families.

For example, they share activities with parents from the 'Every Child a Talker' programme when they identify gaps in children's learning and development in this area.

Safeguarding

The arrangements for safeguarding are effective.The playgroup building and outdoor area are safe and secure.

Staff check and clean all equipment daily as they pack away and set up for the session. They keep a watchful eye on the environment and remove any hazards that arise during the session. All staff understand their role in safeguarding and protecting children's welfare.

They can confidently discuss the signs and symptoms of abuse and neglect. They are clear about the procedures they must follow if they have a concern about a child or if they think one of their colleagues is a risk to children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove communication between the manager and staff so that everyone has a better understanding of how the curriculum is implemented for individual children.