Rainbow Childcare

What is it like to attend this early years setting?

Outstanding support for children's emotional development means that children are very happy and settled at this friendly and welcoming setting. Children benefit from rich opportunities to talk about and explore their feelings and emotions. For example, when older children register themselves into the setting, they talk to staff about how they are feeling that day. Staff are excellent role models, who help promote positive behaviour. They gently remind children of expectations. For example, they ask children to use 'kind hands' and 'listening ears'. Staff help raise children's self-esteem through clear praise. This means children can recognise and be proud of their achievements.

Staff help promote children's confidence. For example, they ask parents to provide photos from home of children's achievements, so these can be celebrated. Regular daily routines help reassure children. Staff use pictures to help them understand these routines. They tell children in advance when it is time to move on to the next activity, so that they feel prepared. Staff provide excellent support for children's growing independence. For example, 'snuffle station' areas include tissues and mirrors for children to learn how to blow their noses and dispose of tissues independently. Children are fully engaged in their play. They are focused, enthusiastic and motivated to learn.

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

• Staff provide excellent support for children's learning. They model new skills and provide clear instructions. Staff make the most of every opportunity to embed and extend children's thinking and understanding.
• The setting has developed a very detailed and comprehensive curriculum. Staff know clearly what they want children to learn and achieve, in readiness for them moving on to the next stage in their learning.
• Children benefit from creative and innovative experiences and activities. For example, they make potions using fruit, flowers, herbs and glitter. Children explore the ingredients with all their senses. They use a range of tools, such as whisks, sieves, and tweezers.
• There is very good support for children's physical development. For example, children use child-sized hammers to chip around vegetables frozen in ice. This helps them to practise using their hands in different ways. Staff model to children how to cut with scissors, hold pencils and model dough.
• Staff provide outstanding support for children's developing communication and language skills. Staff working skilfully with younger children repeat words and comment continuously on their play. Staff supporting older children ask questions in ways that encourage them to speak in more detail.
• Excellent support for mathematics is woven through everyday play and activities.
• Children learn about capacity as they fill and empty containers using soil and rice. They compare sizes and learn about the position of objects as they play imaginatively with toy castles and dinosaurs.
• Children benefit from exciting opportunities to learn about life outside the setting. They visit the local beach to learn about rock pools and staff arrange for visits to the setting from lifeboat volunteers. Children help support their local foodbank and enjoy trips to the greengrocers, library and park.
• There is very good support in place for children with special educational needs and/or disabilities. Staff work closely with other professionals in education and health to help provide a consistent approach to support for children's learning.
• The setting has an excellent working partnership with the nearby school children also attend. Staff from the setting and school meet regularly to share information on children's progress and plan future support. They help provide consistency by using symbols on children's coat pegs that match those children use also in school.
• Staff involve parents very well in their children's learning. For example, they provide very flexible settling-in sessions and ideas for home activities. 'Well-being packs' for parents include books and resources to help them support their children through significant life events, such as their first trip to the dentist or starting school.
• Leadership is outstanding. The dedicated manager provides excellent support for her staff team, including outstanding support for staff well-being and mental health.
• The manager and staff are very reflective and continuously evaluate their practice. For example, views of parents, staff and their colleagues are gathered to help inform appraisals on both staff and the manager.
• Parents are regularly asked their views, including on how the setting spends additional funding it receives. The manager values and acts on any suggestions made to continuously provide an outstanding service for the setting's children and their families.