Rainbow Corner Play Group

What is it like to attend this early years setting?

The manager and staff create a warm and welcoming environment for children. A high proportion of children who attend the setting are children with special educational needs and/or disabilities (SEND). Adaptations take place to ensure the inclusion of all children during activities. Targeted support is swiftly put in place to help children to make the best possible progress. Staff work in partnership with other agencies who are involved in children's care, learning, and development.

The manager has created an ambitious and well-sequenced curriculum for all children, including those with SEND. She has placed a strong emphasis on children's personal, social, and emotional development to support their emotional security and well-being. Adults work hard to support children to learn the social skills needed to interact successfully. Children receive extensive praise and warmth for their achievements. This helps to support their confidence and resilience, and gives them a positive sense of their own identity and independence.

Children enjoy a variety of opportunities to be physically active inside and outdoors. For example, children throw bean bags and play hopscotch in the garden. These group games develop the children's core strength and support their hand-to-eye coordination skills. As they play, they learn to take turns, cooperate, and collaborate with others. This supports children's good behaviour and social skills.

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

• The curriculum for communication and development is well implemented for all children, including those in need of additional support. However, on occasions, staff forget to give children enough time to process their thoughts, and occasionally forget to model key phrases for those with limited speech. This means that children do not always have time to process what is being said to them.
• Children flourish through the secure emotional attachments they have with their key person, who knows the children and families extremely well. The manager works closely with parents and outside agencies to get children the help they need. External professionals regularly visit the setting to provide staff with strategies to help children to make the best possible progress.
• Children behave well. Staff take time to talk to children. They help children by offering solutions and support them in managing their feelings and behaviour. The manager has adapted her behaviour management strategies to promote positive behaviour and support the individual needs of the children. However, staff do not implement these strategies routinely. This means that children do not always receive a consistent approach on how to manage their behaviour.
• Staff work effectively with parents and other relevant professionals to devise and implement individualised care. This reflects each child's care needs and ensures that there is an inclusive approach. Staff provide loving care and attention to children's complex medical and health needs. They perform care practices gently and record these effectively.
• Children show that they are confident and able in mathematics. The older and most-able children receive greater challenge to extend their learning further. For example, during a counting song, the manager encourages children to consider how they would divide items between the group. Children consider this and successfully use their problem-solving skills to complete the task. Children learn how to use mathematics purposefully, and develop a positive attitude towards early mathematical concepts.
• Parents views of the setting are very positive, and the staff work in partnership with them to support children. Parents comment that children feel 'fully included and nurtured, with a great emphasis on social interaction'. The manager offers tips and strategies to support parents and children, to ensure that there is continuity between home and the setting.
• Staff feel very well supported in their ongoing professional development. Regular feedback to staff successfully supports their knowledge and skills. The manager encourages staff to reflect on their practice and discuss any training needs that they may have.
• The manager has designed a well-sequenced curriculum that reflects the individual needs of the children. This helps to close any gaps in children's learning. Children benefit from learning and practising new skills, in readiness for the next stage of learning. For example, younger children complete a jigsaw through trial and error. Older children complete these by using the picture as a reference. Children develop positive attitudes towards their learning.

What the setting must and should do next

The provider should:

• provide children with more time to think and respond during conversations to support their thinking and language skills further
• support staff to manage behaviour in a consistent way so that expectations are clear and managed effectively.