Rainbow Children Community Pre School

What is it like to attend this early years setting?

Children are settled and happy to attend this friendly pre-school. They increase their confidence as they explore the environment and make choices for themselves. Children thoroughly enjoy role play activities, dressing up in a range of outfits and using props such as 'stethoscopes', and 'telephones' to call the doctor. They develop good friendships and show that they have positive relationships with staff. All children demonstrate that they feel safe and secure.

Children show curiosity as they explore resources and activities. For instance, staff thoughtfully provide a tray of dinosaurs and foliage for children to play imaginatively. Staff know what children enjoy and makes good use of their interests to engage them in learning. As they play, staff skilfully introduce new vocabulary, and promote conversation. All children enjoy joining in with the actions and words to familiar songs. Children develop good communication and mathematical skills. They are developing well in all areas of learning. This helps all children to be ready for their next stage of education, including school.

Staff have high expectations of children. Children receive praise and encouragement, which helps them to build a sense of pride and achievement in their own abilities. Staff model clear and appropriate expectations for behaviour.

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

• The manager has developed a good curriculum based on the children's interests. Staff find out from parents about their children's routines, interests and abilities before they start. They use this information to offer a good, sequenced curriculum for children, including for those with special educational needs and/or disabilities (SEND). Staff use information they gather through observations of children to provide meaningful experiences, to help extend their learning further. Staff work very well together as part of a team. They provide children with consistent messages to promote children's good behaviour. Children treat each other with consideration and respect.
• Overall, staff promote children's literacy development well. Children discuss different aspects of stories and are eager to share their own thoughts and opinions. However, large-group times, such as story time and phonics sessions, are not organised effectively. Group sizes are too large. Therefore, younger children wait a long time for their turn to participate. This means some children become bored and distracted, which hinders their learning experience.
• Children learn how to keep themselves healthy. Since the COVID-19 pandemic, staff have adjusted routines to support children's health and hygiene. For example, before children enter pre-school, they sanitise their hands and have their temperature taken. Staff teach children about the different foods that support good oral hygiene.
• Staff ensure children have daily fresh air and exercise. They understand the importance of children having plenty of opportunities to play outside. Children enjoy exploring and running around with friends. Younger children develop their confidence as they learn to climb and ride bikes, knowing a member of staff is ready to help if needed. Children have ample opportunities to develop their larger muscles.
• Children with SEND and those with medical conditions are supported to a high level. Staff work closely with parents and external agencies to ensure the best outcomes for all children. The manager acts with integrity to ensure children with SEND receive the highest level of support. For example, staff complete specific training to support children's individual needs. This means they are fully informed of any care or developmental needs to support children.
• Parents are very complimentary about the care and education their children receive. They comment that staff are 'kind' and 'amazing'. Parents appreciate the information staff share about their children's needs and ideas for activities to do at home. They also comment on how they are 'always kept informed' of their child's progress. This provides a consistent approach for children's development.
• The manager reflects on the service provided and considers the views of staff, children and parents. However, supervision meetings and observations of staff practice have been infrequent. This means the manager does not precisely support staff to continue to develop their practice to the highest level.

What the setting must and should do next

The provider should:

• refine the organisation of large-group activities to ensure all children are able to take part and to remain fully engaged
• develop systems for staff supervision meetings and observations to ensure they happen more frequently and staff receive feedback to improve their performance further.