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Child Dynamix Community Nursery - Rainbow

Child Dynamix Community Nursery - Rainbow is a day nursery in Hull for children aged 0 to 4, with 47 registered places. Ofsted report card, 29 May 2026: Expected standard in 6 areas; safeguarding standards met.

Rainbow Nursery, Sefton House, Salisbury Street, Hull, HU5 3EU

Key facts

Type
Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
Ages
0 to 4 (Ofsted childcare register, as at 30 June 2026)
Registered places
47 (Ofsted childcare register, as at 30 June 2026)
Registered
27 March 2024 (Ofsted childcare register, as at 30 June 2026)

Opening hours

Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

Source: Ofsted report, inspection on 29 May 2026

Latest inspection

  • Inclusion: Expected standard
  • Curriculum and teaching: Expected standard
  • Achievement: Expected standard
  • Behaviour, attitudes and establishing routines: Expected standard
  • Children's welfare and wellbeing: Expected standard
  • Leadership and governance: Expected standard
  • Safeguarding standards met

Source: Ofsted, inspection on 29 May 2026. Contains public sector information licensed under the Open Government Licence v3.0.

What it's like to be a child at this setting

Children are happy and settled in this welcoming nursery. They arrive confidently and quickly become absorbed in play and learning. Staff know children well and have formed positive relationships with them. Children confidently seek out familiar adults for comfort, support and reassurance when needed.

Children enjoy a range of experiences that reflect their interests and curiosity. Babies explore sensory play trays and resources such as vehicles and books. Older children use their imagination as they create models with play dough, construction materials and loose parts, such as everyday objects. Children enjoy outings within the local community, including visits to local shops, parks and other places of interest. These experiences help children to learn about the world around them.

Children develop their communication and language skills through daily conversations, stories and singing activities. Babies babble alongside their peers and join in enthusiastically with familiar songs. Older children listen attentively to stories, ask questions and talk confidently about their experiences. Children are beginning to develop mathematical knowledge as they count, compare and recognise colours during activities and daily routines. Staff support children to develop increasing independence and the skills they need for their next stage of learning.

Children play and learn alongside their peers in an inclusive environment. Children with special educational needs and/or disabilities and those who speak English as an additional language receive support that helps them to participate in activities and access learning opportunities. Staff work with families and other professionals to identify and reduce barriers to children's learning and wellbeing. Families are welcomed into the setting, and their views, knowledge and contributions are valued. This helps children to feel safe, included and ready to learn.

What Ofsted found in each area

Inclusion: Expected standard

Leaders have established systems to identify children who may need additional support and monitor their development. Staff work closely with parents and carers to gather information about children's needs and use this information to help shape support and learning experiences. Where concerns are identified, leaders work with other professionals to access advice and support for children and their families.

Children with special educational needs and/or disabilities are supported to access the curriculum and participate alongside their peers. Staff adapt activities, resources and routines to meet children's individual needs. Children who speak English as an additional language are supported through consistent interactions and opportunities to develop their communication skills.

Leaders work with families and external agencies to help reduce barriers to children's learning and wellbeing. Support is reviewed regularly and adapted when needed. As a result, children are included in the life of the nursery and are supported to make progress from their individual starting points.

Curriculum and teaching: Expected standard

Leaders have developed a curriculum that supports children's learning across the areas of learning and reflects their interests and experiences. Communication and language are prioritised throughout the nursery. Staff use stories, songs, conversations and visual resources to support children's language development and introduce new vocabulary. Children develop early mathematical knowledge through activities and everyday experiences. Personal, social and emotional development is prioritised, helping children to develop confidence, positive relationships and increasing independence.

Staff use assessment information to understand what children know and can do and adapt experiences to meet their differing needs. They use strategies such as visual cue cards, repeating key words and sounds, using children's home language where appropriate and providing targeted small-group support to help children with special educational needs and/or disabilities and those who speak English as an additional language access learning. As a result, children communicate with increasing confidence, participate alongside their peers and make progress from their individual starting points.

Leaders have an accurate understanding of the quality of teaching and have identified priorities for further improvement. Overall, teaching is effective and children engage well in activities. However, staff do not always help to build on children's existing knowledge and skills or consistently use high-quality interactions to extend their thinking.

Achievement: Expected standard

Children develop knowledge and skills across the areas of learning. Babies explore resources with curiosity and begin to develop their communication skills as they babble, listen to songs and respond to familiar words and sounds. Older children confidently talk about their experiences, listen attentively to stories and ask questions to develop their understanding.

Children develop early mathematical knowledge through play and daily experiences. They recognise colours, count objects and use mathematical language as they build, create and explore. Children use their imagination well during play and demonstrate increasing confidence when sharing their ideas with others.

Children, including those with special educational needs and/or disabilities and those who speak English as an additional language, make progress from their individual starting points. They develop communication, social and independence skills that help them to access learning and participate alongside their peers. As a result, children generally develop the knowledge, skills and confidence expected for their age and stage of development.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established routines and expectations that help children to feel secure and understand what is expected of them. They promote the importance of regular attendance and have procedures in place to follow up absences and support families when needed. Staff support children to develop positive relationships with their peers and adults. Children form warm relationships with staff and confidently seek support and reassurance when needed. Staff work with parents and carers to develop consistent approaches that support children's behaviour, emotional development and engagement.

Children demonstrate positive attitudes towards learning. They listen attentively during stories and group activities, join in with familiar songs and conversations, and ask questions to develop their understanding. They work cooperatively with others, share resources and take turns during play. Children are encouraged to use good manners and express themselves confidently.

Staff adapt their approaches to meet children's individual needs. For example, they use children's home language to support communication and allow children time to attempt tasks independently before providing further guidance. Staff help children to understand routines and develop increasing independence throughout the day. This helps children to participate confidently in routines and activities alongside their peers.

Children's welfare and wellbeing: Expected standard

Leaders place children's welfare and wellbeing at the centre of their work. Staff work closely with families from the outset to gather detailed information about children's needs, routines and circumstances. Settling-in arrangements are tailored to individual children and families, helping children to feel secure and develop a sense of belonging from the start.

Children form trusting relationships with staff, who know them well and respond sensitively to their individual needs. Staff provide consistent care and reassurance throughout the day. Children confidently seek support from familiar adults and are comforted quickly when needed. As a result, children feel safe, valued and emotionally secure.

Leaders and staff work closely with parents, carers and other professionals to support children's wellbeing. Parents speak highly of the care and support they receive, particularly during periods when additional help is needed. Staff adapt their approaches to meet children's individual needs. For example, they tailor settling-in arrangements, provide children with opportunities to develop independence during daily routines, such as mealtimes, and support children to develop self-care skills appropriate to their stage of development. This helps reduce barriers to children's wellbeing and ensures that all children participate fully in nursery life and receive the support they need to develop.

Leadership and governance: Expected standard

Leaders have an accurate understanding of the setting's strengths and areas for development. They regularly review practice and identify priorities that support children's learning, development and wellbeing. Through supervision, observations, staff meetings and ongoing professional discussions, leaders recognise that staff would benefit from further support and training. This would help develop their knowledge and skills in providing consistently high-quality interactions with children. Room leaders play an active role in monitoring practice and supporting their teams.

Leaders support staff's professional development through training, coaching and guidance. Staff access a range of professional development opportunities, including training to support children's additional needs, communication and wellbeing. This helps staff to identify children's emerging needs, adapt their practice and seek additional support for children and families when required. Staff speak positively about working at the nursery and describe leaders as approachable and supportive. Leaders promote staff wellbeing through regular supervision, an open-door culture and opportunities for staff to discuss concerns or seek advice.

Leaders work closely with parents, carers and other professionals to support children's learning and wellbeing. Parents value the homely environment, the consistency provided by long-serving staff and the communication they receive about their children's development. Leaders have established effective procedures for safeguarding, attendance and the use of additional funding. They work with external agencies when needed to help ensure that children and families receive timely and appropriate support.

What the setting must and should do next

The provider should:

  • Leaders should continue to support staff practice to ensure that interactions with children are of a consistently high quality.
  • Leaders should continue to support staff to encourage children to build on their existing knowledge and skills in preparation for their next stage of learning.

Ofsted's words, from the report on the inspection on 29 May 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.

Ofsted report cards (England, from November 2025)

Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.

The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.

Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.

Source: Ofsted reports

Funded childcare hours in England

All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.

Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.

Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.

The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.

Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)

Other nurseries nearby

  • The Playpen Pre-School - Day nursery, Hull HU5 3DZ, ages 2 to 4, 32 places, 0.3 miles
    Ofsted, 27 June 2022: Good overall; safeguarding is effective
  • The Avenues Nursery With Kids Club - Day nursery, Hull HU5 3HH, ages 0 to 11, 100 places, 0.3 miles
    Ofsted, 11 March 2024: Good overall; safeguarding is effective
  • Panda Nursery at Marvell House - Day nursery, Hull HU3 1PP, ages 0 to 4, 56 places, 0.5 miles
    Ofsted, 21 February 2023: Good overall; safeguarding is effective
  • Kids Takeover Hymers - Pre-school, Hull HU3 1LW, 0.5 miles
  • Ideal Centre For Tuition - Day nursery, Hull HU5 2UT, 0.7 miles

Schools nearby

Child Dynamix Community Nursery - Rainbow on the Ofsted website