Rainbow Friends Childcare

Inclusion: Strong standard

Leaders ensure that all children's individual needs are consistently met. Staff consistently embed ways to identify children's needs from the start. For example, they monitor what children can do and assess what support they may require. Staff constantly work closely with parents and carers to share and discuss children's learning and development needs and to support their learning at home. For instance, they offer parents home learning packs, so children can continue their learning at home.

Staff very successfully implement targeted activities, such as curiosity buckets and visual items, to help children to skilfully communicate and express their needs. Where necessary, staff complete referral forms for external agencies and invite specialists to observe children before formal referrals. They regularly encourage parents to bring their children in at the start of the day to ensure that they receive all the additional support they need, helping them to make steady progress in their learning.

Staff skilfully communicate with children at their level, maintaining strong eye contact to support their understanding. This helps to prepare children for their move to school. Leaders undertake additional training to support children who need extra help. They use additional funding effectively to purchase resources, such as books and learning packages for home learning. Staff also provide free meals to support children's care and wellbeing needs.

Curriculum and teaching: Expected standard

Leaders have an accurate understanding of the curriculum and provide a well-designed learning environment indoors and outdoors. Staff carry out assessments of children's starting points. There is a clear plan around children's interests and developmental levels to ensure that their learning is meaningful and engaging. For example, younger children learn through observation and helping staff to pour water into large floor trays and filling them up, learning about quantity and weight. They develop sequencing skills by learning the steps needed to put on their wellington boots independently before stamping and splashing in trays filled with water and leaves. This helps to build children's independence, physical development, social skills and curiosity.

Staff talk to children as they learn, discussing seasonal changes such as how leaves have fallen from the trees, the fact the sun is shining and that it feels cold and there is a need to wear coats. These conversations help to build children's vocabulary and understanding of the world. Children help each other during these activities, which supports the development of secure friendships and social skills. Staff take effective action to support children who need additional help expressing themselves. For example, during singing activities, staff introduce musical instruments to engage children and extend their learning, ensuring that all children can take part in, enjoy and progress in their learning.

Achievement: Expected standard

Children develop well in their communication and language and are suitably prepared for their next stage of learning. For example, during mealtimes, babies' language development benefits from staff introducing vocabulary. As babies scoop a big spoonful of rice, staff count and name foods such as carrots, peas and chicken. This helps babies to build their vocabulary and confidence as staff repeat words, use simple mathematical language and offer positive praise, such as 'good waiting'.

Older children and those who have special educational needs and/or disabilities benefit from small-group sessions where staff read stories and sing nursery rhymes. This helps their language development and their emotional and physical development. Children turn the pages and talk about pictures, such as night-time scenes. They learn to share and take turns, receiving praise for 'good sitting'. Children join in with singing songs such as 'Five Little Ducks'. They learn to describe characters, using vocabulary such as a 'black cat' and a 'white beard', and talk about the elf and Santa.

Behaviour, attitudes and establishing routines: Expected standard

Staff establish caring and trusting relationships with children and are effective role models. Children commonly understand the expected behaviour and attitudes to their learning. They respond positively to staff's instructions. Children help each other during their play and learn to take responsibility for their environment. For example, they clear their plates at mealtimes and scrape leftover food into waste buckets. During circle time, staff reinforce golden rules and explore different feelings. This helps children's emotional wellbeing and supports them to learn to respect each other. Staff also remind parents about the importance of regular attendance so that children can make the most of their time at nursery.

Babies form secure attachments with staff, and this is evident in their response to staff throughout the day. Babies smile and interact knowingly with staff, who are kind and gentle towards them. Staff quickly establish effective care practices to help children to settle smoothly. For example, young babies who are settling in and are a bit unsettled are observed laughing and joining in circle-time activities within hours of arriving. This swift change demonstrates that babies feel calm, settled and safe because of staff's kind and caring approach.

Children's welfare and wellbeing: Expected standard

Staff have established a key-person system that is generally understood by all staff to help all children to settle well and feel safe at the nursery. Staff meet children's care needs appropriately, including regular nappy changing and toilet routines, which helps to support children's understanding of independence and help them develop skills for the future. Children who struggle to follow daily routines are supported through the use of objects of reference, such as items related to toileting and mealtimes. This approach helps children to understand and express their needs, enabling them to follow routines that promote wellbeing. Staff teach children strategies to manage their emotions, particularly those who find it hard to communicate and express their emotions.

Staff support children to know how to keep safe. For example, they encourage young babies to ride wheeled toys safely with support, before progressing to riding independently. Older children learn practical skills, such as pouring their own drinks and cutting food safely. Staff offer children healthy and nutritious home-cooked meals. They talk to them about the importance of eating well, reinforcing messages about health and wellbeing. This supports children's future development. Staff promote differences at the nursery. For example, children learn about the wider world through exploring celebrations from different cultures.

Leadership and governance: Needs attention

Leaders have not implemented effective induction procedures for all staff. Consequently, some staff lack a clear understanding of their roles and responsibilities, which compromises the consistency of practice and does not fully ensure children's wellbeing. However, leaders have a secure understanding of their strengths and areas for improvement. Since the last inspection, they have addressed previous actions appropriately and continue to drive improvement.

Leaders know how to support all children, including those who need additional help, to make secure progress in their learning. They have clear plans for future professional development to strengthen teaching strategies and improve outcomes for children. Some staff are undertaking childcare qualifications to become qualified in childcare, demonstrating a commitment to continuous improvement. Staff work appropriately with parents and carers, who speak highly of the team and the quality of care and education their children receive. Parents receive regular updates via an app and daily chats with staff. They are invited to attend meetings to discuss their child's progress and next steps.

Leaders work well with external agencies to ensure that parents access the support they are entitled to. Staff receive appropriate support to manage their workloads. For example, leaders are included in ratios and provide on-the-spot coaching to improve care practices. Leaders work closely with early years professionals in the local authority to assess and take steps to improve the care and education children receive. This helps staff to meet the needs of all children.