Cece's Rainbowkids Centre

Inclusion: Expected standard

Children with special educational needs and/or disabilities receive personalised support. Staff work closely with parents and professionals to understand children's needs and agree appropriate strategies. For example, staff support a child with high sensory needs through an agreed plan, which includes bringing familiar food from home. This enables the child to participate in routines alongside their peers while their individual needs are respected.

Children who speak English as an additional language are supported effectively. Staff use key words from children's home languages, alongside familiar songs and rhymes, to support understanding and communication. This helps children feel included while their home language and identity are valued.

Children and families receive sensitive support when they experience difficult circumstances. Leaders work with external agencies, including the Compass Project, and contribute to professional meetings for children who require additional support. Extra sessions have also been provided for a looked-after child where appropriate.

Leaders identify emerging needs promptly and review individual plans with staff, parents and professionals. Additional funding is used purposefully to provide resources that help children access the curriculum.

Families are encouraged to share their cultures and experiences. For example, an International Day celebration enabled children and families to recognise and celebrate different cultures, traditions and backgrounds.

Curriculum and teaching: Expected standard

Children benefit from a broad and ambitious curriculum that covers all 7 areas of learning and reflects their ages, stages of development and individual needs. Staff understand what they want children to learn and provide experiences that build on children's knowledge and skills over time. They gather information from parents and observe children during settling-in routines to establish what they already know and can do. Staff use ongoing assessment to identify appropriate next steps and adapt the curriculum, including for children who face barriers to their learning.

Staff place a strong emphasis on physical development in the baby room. They organise the environment so babies can move freely, reach accessible resources and practise emerging physical skills independently. At the water table, staff position resources to encourage babies to pull themselves up, reach, pour and manipulate objects, helping to strengthen their muscles, balance and coordination. Low-level resources also enable babies to make choices and initiate interactions with familiar adults.

Staff promote communication through stories, rhymes, songs and signs. They introduce vocabulary and mathematical concepts through play. For example, babies hear words such as 'more', 'less' and 'full', while toddlers count towers and name shapes as they pursue their interest in dinosaurs.

Children demonstrate curiosity and sustain their engagement in purposeful play. However, staff do not consistently recognise and respond to children's emerging interests. Consequently, they do not always extend children's knowledge and skills to a consistently high quality.

Pre-school children develop the independence, communication and confidence they need for school, supported by clear transition arrangements.

Achievement: Strong standard

Children make sustained progress from their individual starting points and develop secure knowledge and skills across all 7 areas of learning. They are confident, curious and motivated learners who sustain their engagement and take pride in their achievements.

Babies sustain their attention, confidently make choices and initiate interactions by finding familiar resources and bringing them to trusted adults. Pre-school children confidently sort and match shapes, demonstrating their developing understanding of shape, size and position. They remain focused, try different solutions and apply what they already know to complete activities successfully.

Children consistently demonstrate perseverance and resilience. They attempt new challenges, persist when something does not work initially and proudly share their achievements. They remember and apply their learning during play and everyday routines.

Children who face barriers to their learning and development are supported to participate fully and make sustained progress from their individual starting points. Older children develop the communication, independence, confidence and social skills they need for school. Consequently, children are well prepared for their next stage of education.

Behaviour, attitudes and establishing routines: Expected standard

Children behave appropriately and develop positive attitudes towards learning. Warm, respectful relationships with familiar adults help them feel secure and confident. Babies seek comfort from staff, who respond sensitively to their cues and acknowledge their emotions. Children also develop positive relationships with their peers. They play alongside and with one another, share resources and begin to cooperate during familiar activities. This helps children feel that they belong and supports their confidence in social situations.

Staff have appropriate expectations for children's behaviour and support them calmly and sensitively. Children learn to cooperate, take turns and look after one another. Staff recognise behaviour as communication and adapt their responses to reflect children's ages, development and individual needs.

Many daily routines are familiar and well established. Children confidently tidy away, wash their hands and prepare for lunch. Mealtimes are sociable, and children talk comfortably with their friends and familiar adults. Older children serve themselves and make choices, developing independence and confidence.

However, expectations at the end of lunch and during the transition into activities are not consistently clear. Some children leave the table before the meal is finished, and noise levels increase as they move into play. Consequently, some children find it difficult to settle promptly and purposefully into their chosen activities.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are prioritised consistently. Warm, trusting relationships help children feel safe, secure and valued. Staff have a detailed understanding of each child's individual needs, preferences and routines. Children receive reassurance and appropriate alternatives when they are reluctant to eat or need additional emotional support. Babies form close bonds with their key person and settle quickly. A buddy system provides continuity when the key person is unavailable.

Children's individual care routines reflect information from parents and their home experiences. This includes accommodating established feeding and sleep routines. Babies aged under one follow individual sleep arrangements, and staff demonstrate secure knowledge of updated sleep guidance. Clear procedures underpin nappy changing, sleep and mealtimes.

Children develop a secure understanding of healthy lifestyles. They follow established handwashing routines, learn about caring for their teeth and are encouraged to manage their personal hygiene independently. Nutritious food and water are readily available. Older children serve themselves and make choices, helping them to develop independence and confidence.

Staff work well with parents and professionals to understand any barriers to children's wellbeing. They adapt menus and provide additional support as necessary. Staff manage allergies, dietary requirements and medical needs carefully, using their detailed knowledge of children and established procedures to help ensure that care is safe and appropriate. Consequently, children thrive physically and emotionally and develop increasing independence in managing their personal needs.

Leadership and governance: Strong standard

Leaders have an ambitious vision for the setting and a secure understanding of how to design and implement an effective curriculum. They identify strengths and areas for development accurately and take purposeful action to improve practice. Leaders respond promptly to changes in statutory guidance, reviewing procedures and providing relevant training so that staff understand new requirements and how these apply to their roles.

Leaders know staff very well. Regular supervision considers professional knowledge, training needs, workload, wellbeing and personal circumstances. Leaders provide extensive support to newer staff to strengthen their understanding of the curriculum and raise the quality of teaching. This includes modelling practice, providing guidance and identifying clear professional development priorities. However, this support is not yet sufficiently embedded to ensure consistently high-quality teaching across the setting.

Leaders maintain robust recruitment, suitability and risk-assessment procedures. They manage risks effectively without unnecessarily restricting children's experiences. Policies are accessible to staff and parents. Leaders share the progress checks at age 2 with parents and health visitors. This supports a shared understanding of children's development.

Parents feel involved and confident approaching leaders. Leaders work constructively with families and professionals to ensure that children facing barriers to their learning and those with special educational needs and/or disabilities receive appropriate support and opportunities to participate fully in the curriculum.