Rainbow Day Nursery

What is it like to attend this early years setting?

Managers and staff share an ethos of care and nurture for all children in their care. They build strong bonds with children and parents. Children are happy and settled. They enter the setting with beaming smiles. Young children hold out their arms for a cuddle while older children confidently hang up their coat and bag. Children are eager to tell staff about their morning. Staff supervise children well and they are observant to any risks. For example, staff note that children want to climb up to look out of the window and respond quickly. Staff explain the risks to children. This helps to keep children safe.

Staff know the skills that will help children as they move to their next stage of learning. They consider this as they plan the curriculum. As a result, children's learning is sequenced. For example, babies are helped to become mobile. They become steady walkers. Toddlers build on this as they learn to climb and balance. By pre-school children can negotiate moving around obstacles. They are developing precision in handling small items such as pencils and scissors. The curriculum is ambitious for all children and all children make good progress. Staff demonstrate a kind approach. They are consistent in modelling good behaviour. For example, they turn take with children during play. Children copy their actions and their behaviour is good.

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

• Leaders are effective in supporting the manager. This allows the manager time to support staff in the delivery of high-quality care and education. In addition, leaders and managers work hard to support staff well-being. This helps staff to feel motivated and valued. As a result, staff retention is good, providing consistency for children.
• Staff know the importance of supporting children's social development. For example, they encourage young children to cheer their friends as they roll down a ramp. Staff remind pre-school children to help each other by asking them to fasten each others aprons. Children form friendships and play and work well together.
• Staff are skilled in using their assessments to plan children's learning. For example, staff notice that children are proficient in recognising and naming 2D shapes. They introduce 3D shapes. Children identify shapes that are flat and shapes that are not flat. In addition, staff teach new words, such as 'sphere'. Children build their knowledge over time.
• In general, the curriculum supports children's interest in learning. For example, staff use props during storytelling. Children listen intently and concentrate well. However, the curriculum is not always effectively planned to support all children to develop good levels of engagement and involvement during free play.
• Consequently, some children wander between activities. They roll on the floor or play with their hair until staff intervene.
• Staff support children to be independent during mealtimes. Staff support children to learn how to use a knife and fork. Younger children copy the good table manners of older children. Staff give children regular labelled praise. Older children competently clear plates and tidy the tables. They develop a 'can-do' attitude.
• Partnerships with agencies are good. For example, staff have good working relationships with teaching staff at local schools. They discuss information to support children's transitions. Where children have any additional needs or gaps in learning, the special educational needs coordinator plans an enhanced transition. This helps children to have additional support as they move settings. Children benefit from a consistent and continuous approach.
• Hygiene is generally good. Hygiene procedures are in place and are known by staff. However, these are not always effective. For example, children wash their hands thoroughly for lunch, but then go back to playing before eating and do not wash their hands again. Younger children are not consistently supported to understand the reasons for hygiene routines.
• Children are helped to consider healthy lifestyles. Staff talk to children about foods that give them energy. In addition, children have many opportunities to build their small and large muscles. Staff talk to children about building strong leg muscles which will help them to run and jump. Children's physical development is good.
• Staff plan the curriculum to include building children's knowledge of their community. For example children visit the local shops and library. They celebrate local events. This helps children to develop a sense of belonging.

What the setting must and should do next

The provider should:

• review the curriculum to support children's engagement at all times, so children remain focused and maintain a good attitude to learning
• strengthen the implementation of hygiene practices so they are adhered to and provide children with consistent messages.