Little Rainbows Pre-School CIC

What is it like to attend this early years setting?

Children arrive at the pre-school with confidence, separate from their parents with ease and quickly settle at activities of their choosing. Staff warmly greet the children, which helps them feel comfortable and secure. Children engage in activities with their friends, such as drawing pirate maps and making models with dough. Staff support children effectively and talk to them about their drawings and when they use their imaginations as they dress up and play superheroes. This encourages the children's language skills through conversations. Staff encourage the children's confidence in social situations. They help children new to the preschool to build confidence in making new friends and to interact with others and play cooperatively.

The provider implements a broad and balanced curriculum based on the children's individual needs and backgrounds. Staff know the children well and their interests and next steps in learning. They quickly identify where children may need additional support and put in place interventions to help them catch up. Staff seek support and advice when needed. Additional funding is used well to help develop children's skills based on their interests. Overall, staff help children develop the knowledge and skills they need for starting school.

Staff help children develop good self-help skills. Children pour water and drink out of open cups. Staff offer children encouragement when they dress up, helping them gain a positive attitude towards developing new skills. Staff are very supportive of parents to ensure their children are toilet trained in time for school.

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

• The provider has made significant improvements to safeguarding practices since the last inspection. They have developed a system to ensure records are maintained of any communication and concerns about any children attending. This means information is ready to be shared with the relevant agencies to help keep children safe. In addition, the provider has received support from the local authority and other professionals to help staff implement interventions to help children catch up in their development. Staff now liaise closely with parents to identify possible gaps in children's progress and in seeking outside support.
• The provider has clear priorities for improvement, including those identified at the last inspection. Staff have created a 'colourful cove' room where children can have sensory experiences to support them in regulating their emotions. In addition, this is used for small group activities tailored to target and support children's speech and language development following training with a speech and language therapist.
• Staff support children's communication and language development effectively.
• They repeat back words and sentences correctly and narrate what children are doing. Staff add new vocabulary and explain the meaning of new words to the children. They use hand signs and visual aids to support those children who are less confident in their speech to understand the routines.
• Parents report they are happy with the progress their children are making, and that staff are very supportive. Parents say that communication is good. They know what their children's next steps are and receive regular feedback on their progress and how to support this at home. Staff have yet to find successful ways of helping parents understand the importance of establishing all aspects of a healthy lifestyle, to further support children's readiness for school.
• Staff provide children with a range of tools and containers to dig, scoop and pour various materials. Children enjoy drawing and using pens and pencils and talk about their creations. This helps them develop their hand to eye coordination and strengthen their hand muscles in readiness for early writing, as part of their literacy development. Staff help children to develop a love of stories. At times, the pace is too fast for the younger children to join in, which reduces their ability to recall prior learning.
• Children's behaviour is good. Staff teach children how to share and take turns and to resolve minor disputes. When children play cooperatively, staff are on hand to offer gentle reminders to share the toys. Staff give children the techniques they need to help them regulate their feelings and emotions successfully. When children become frustrated, they learn to take themselves to a quiet place and use breathing techniques to calm down, with staff support if needed.
• Children have regular opportunities to play outdoors in the fresh air. Staff provide children with equipment so they can practise their climbing and balancing skills. Staff give children opportunities to grow fruit and herbs and learn about nature. Children go on nature walks, observe the animals and learn about the natural environment.

What the setting must and should do next

The provider should:

• put in place effective strategies to help parents support all aspects of their children's healthy lifestyles in readiness for school
• review story times for the younger children to help them consolidate their learning further.