Rainbow Corner Day Nursery Limited

Inclusion: Strong standard

Leaders and staff work tirelessly to provide superb support for children who may need extra help. Leaders help staff to identify any children who may not be making appropriate progress. Comprehensive plans are then put in place to help close gaps in learning for children. These are highly effective and help children with special educational needs and/or disabilities (SEND) or who are disadvantaged to make rapid progress. Staff work hard to find out as much information as possible about any children with SEND before they start at the setting. This helps staff to settle children in quickly and to make any adaptations to the curriculum promptly.

Strategies to monitor additional support for children are highly effective. This ensures that children and families consistently receive positive opportunities and experiences. Additional funding is used extremely effectively to reduce barriers to learning. For example, staff work with parents and carers and children to decide what would have the most impact on children's development. They then put plans in place to spend additional funding and check rigorously that these are working. As a result, children receive a targeted and tailored programme of additional support through the use of additional funding, which helps them to achieve superbly well.

Curriculum and teaching: Strong standard

The curriculum is of consistently high quality. Staff and leaders are extremely ambitious for what all children can achieve. There is a strong emphasis on sharing books throughout the different rooms of the setting. This means that children are learning key literacy skills highly effectively, while receiving excellent support for their communication and language development. For younger children, staff share the book 'A Squash and a Squeeze' together. Staff speak to children about the meaning of the words in the title of the book. They then use these words as children play to provide context and to help children understand new vocabulary. This approach is highly effective. The curriculum is sequenced superbly well and supports all children to make excellent progress.

Children benefit from a wealth of opportunities to learn about the world around them through forest school activities. This helps children to develop a breadth of knowledge across all areas of the curriculum. Staff encourage children to take physical risks safely as they navigate swings and use gardening equipment.

Leaders make sure that children receive high-quality interactions from staff. Staff are skilled at adapting their language to meet the developmental needs of all children, including those with special educational needs and/or disabilities. As a result, all children benefit from expert teaching which supports what they need to learn next.

Achievement: Strong standard

Children are extremely well prepared for the next stage in their learning. All children make excellent progress from their starting points. Children demonstrate extremely mature focus and concentration, particularly when sharing stories and books. They sit attentively and show a high level of understanding as they respond to staff questions. All children demonstrate an excellent understanding of spoken language. Babies show that their physical skills are highly developed. They throw large balls and track their movement to retrieve them. Younger children develop excellent social skills as they introduce others to their games and activities. They smile and say the name of their friends as they play alongside each other.

Children with special educational needs and/or disabilities achieve extremely well. They are able to use toy figures to retell familiar stories and enjoy pretending to be the different characters.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have created a very harmonious and welcoming culture. Children are extremely well supported by staff to behave well and to share with their friends. Children have an excellent understanding of the routines of the setting and develop very positive relationships with each other. Older children smile as they hold hands with each other and sit down to eat their lunch together. Children are kind and respectful of each other. Even the youngest children are able to take off their shoes independently and get themselves ready for a sleep.

Children are very well supported to develop positive attitudes to learning. They show that they are able to become deeply involved in their chosen activities. This helps them to learn to concentrate and focus.

Effective adaptations are made in order that all children with special educational needs and/or disabilities behave well, develop positive attitudes to learning and understand the routines of the setting.

Leaders actively promote the benefits of children attending all their early education sessions. As a result, children attend well, and families value the experiences and opportunities that the setting offers.

Children's welfare and wellbeing: Strong standard

Staff know children and their families superbly well. They take time to learn about children's likes and interests before they start at the setting. This helps children to settle into the setting easily. For children with special educational needs and/or disabilities, staff make sure that every aspect of their health and wellbeing is prioritised. For example, leaders have organised specialised training for staff to ensure all children's safety when eating. Staff are extremely responsive to the individual needs of children and the changing circumstances of the children and their families.

Routines are managed seamlessly. Children are very well supported to eat nutritious meals independently and to keep themselves hydrated. All children are supported to make healthy lifestyle choices. They are given a wealth of opportunities to enjoy outdoor play to support their physical health.

Younger children are encouraged to recognise and talk about their different emotions and how they are feeling. Children enjoy using mirrors to check their facial expressions and talk about how someone must be feeling if they are frowning or smiling.

Leadership and governance: Strong standard

Leaders and staff have created a high-quality setting that is deeply rooted in the community. Leaders are aware of the strengths of the staff team members and how their care for the children is paramount to the setting's success. Leaders continually strive to further improve the quality of provision and have future plans to create a sensory room to develop provision for children with special educational needs and/or disabilities.

Professional learning and development supports staff to continue to improve their practice and is tailored to the needs of individuals. Many members of the staff team have been employed at the setting for a number of years and comment that they would never want to work anywhere else. Staff are highly appreciative of the support they receive from leaders for their wellbeing and workload.

Parents and carers are extremely grateful for the care and support that staff provide. They comment that their children thoroughly enjoy coming to the setting and that staff provide excellent feedback on their children's progress and care. Parents add that transitions between rooms are handled highly effectively and that all children are exceptionally well prepared for the next stage in their education.