Rainbow Club

What is it like to attend this early years setting?

Children are happy and settled. They receive hugs and a warm welcome on arrival and separate with ease from their parents and carers. As soon as they arrive at the setting, children put their coats away independently and quickly become engrossed in activities of their choice. They show concentration as they explore and manipulate play dough to make shapes and persevere as they practise cutting and holding scissors correctly.

The setting is well resourced, and the staff plan the curriculum around children's interests and needs. This supports children to develop a love for learning and helps them to make progress. Staff link the curriculum to the seasons so that they can provide children with tangible and first-hand experiences to understand the world around them.

Children behave well and show good manners. Staff have high expectations for children's behaviour and apply rules consistently and fairly. They praise children's efforts and achievements. This supports children to build their self-esteem. Staff help children to understand and express their emotions using visual aids. This helps children to develop a sense of self. Staff support children to learn about the wider world through festivals and by celebrating cultural events. Children enjoy exploring objects from other cultures, such as castanets.

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

• Staff know the children well. They use observations and assessments to plan children's next steps in learning. Staff work with health visitors and other professionals to identify any support that children and families may need. They use additional funding well to provide extra resources and training to support children further. All children make good progress from their starting points.
• The setting has developed an outdoor environment that supports all areas of learning. Children have the opportunity to read in a cosy area and to explore sounds as they play musical instruments. They enjoy making marks on the path. Children are supported effectively in their learning.
• Communication and language skills are supported well. Staff use descriptive language and ask questions to extend children's learning and ignite their curiosity. Children have opportunities to join in purposeful conversations during play. For example, they talk competently with staff about what a plant needs to grow. Children enjoy participating in storytelling and listen attentively to stories. They enthusiastically choose songs and rhymes to sing together.
• Overall, staff promote healthy lifestyles. They plan cooking activities and make sure children access fresh air and energetic play daily. However, staff do not always make the most of opportunities to extend children's awareness of the benefits of making healthy food choices.
• Children behave well. They tidy away resources and quickly line up to wash their hands when requested. They demonstrate they know the routine well and anticipate what will happen next in their day. Staff encourage children to share and be respectful with each other. Children wait patiently to take their turn to 'fish' from the water tray and explain to their peers why they cannot play with a certain toy yet.
• Children show good physical skills and coordination. They competently play with balance boards and 'sidewalk' on beams. Children enjoy climbing apparatus and pedalling ride-on vehicles.
• Staff incorporate mathematical concepts into children's play and routines. Children show good mathematical skills. They readily count the blocks used to build their towers and recognise familiar numerals. They use mathematical language to talk about shapes and size.
• Parents are delighted with the progress their children make at the setting. They appreciate the individual attention their children receive from the warm and dedicated staff. Parents comment that they feel 'grateful' and 'very lucky to have a place here'. Staff share ideas with parents of activities to do at home with their children. This ensures continuity of learning.
• Leaders reflect on the provision offered. They provide professional development opportunities and support staff in their roles. Staff say that they like working at the setting and feel valued as part of a 'dream team'. This teamwork ensures that staff share the same vision and expectations for children at the setting.
• The provider failed to notify Ofsted of a significant change within the required timescale, which is a legal requirement. However, there was no impact on children's safety and welfare, or learning and development, as a result of this change.

What the setting must and should do next

The provider should:

• help children to learn about the benefits of eating healthy foods to further promote their ability to make healthy food choices.