Rainbow Nursery

Inclusion: Strong standard

Leaders have established a highly inclusive culture where staff understand and respond to each child's individual needs. Staff identify children's needs through careful observation, assessment and purposeful discussions with families. This enables staff to provide targeted support from the earliest opportunity. Leaders and staff remove obstacles and adapt learning so all children achieve well.

Leaders reduce barriers to learning and wellbeing by implementing strategic support and making considered modifications to the environment and daily routines. For example, staff use signing and visual prompts throughout the day to help children to understand routines and anticipate what comes next, ensuring that all children can participate fully. Staff tailor interactions and activities to meet children's individual needs. Leaders monitor children's progress closely, evaluating the impact of support and refining interventions as necessary.

Staff receive regular training to strengthen their skills and knowledge. For instance, baby massage training has improved staff's understanding of sensory processing, boosting confidence in identifying needs and adapting provision. Leaders work closely with families and health professionals to coordinate support and enhance children's experiences. They also allocate funding, including the early years pupil premium, thoughtfully to reduce disadvantage and improve outcomes. Children known or previously known to social care receive sustained, coordinated support, enabling progress and full participation in all aspects of nursery life.

Curriculum and teaching: Expected standard

Leaders design an ambitious curriculum. Communication and language is a key priority. Staff plan purposeful activities to extend children's vocabulary and understanding. For example, babies explore photos of their families, naming people and objects, while older children enjoy stories where staff highlight words and encourage discussion. Babies develop physical skills as staff nurture them to stand, crawl and move confidently. Older children enjoy outdoor play, negotiating space safely while interacting with friends.

Overall, children enjoy a wealth of activities to support their learning. Children practise mark making, proudly sharing their work and receiving praise for their unique creations. Older children enjoy forming letters of their names in coloured sand, linking learning to their interests. However, on occasion , staff working with younger children do not consistently adapt the curriculum to engage children fully in their learning.

Staff know children well and adapt teaching to meet the needs of disadvantaged children, those with special educational needs and/or disabilities, and those known or previously known to social care. They use assessment to tailor activities to children's starting points and provide targeted support. As a result, children engage confidently, make progress and develop the skills needed for future learning.

Achievement: Strong standard

Children progress through the curriculum, particularly in communication and language, because they engage in frequent opportunities for conversation, storytelling and vocabulary development. Children express their ideas clearly, listen attentively and engage in meaningful dialogue. Disadvantaged children and children with special educational needs and/or disabilities take part in clear and targeted interventions, which enable them to make secure progress from their starting points.

Children develop independence, confidence and early learning skills that prepare them effectively for the next stage of their development. Older children gain early literacy, numeracy and social skills that equip them for school, while younger children build the foundations to continue learning with enthusiasm and resilience. Children develop curiosity, perseverance and problem-solving skills. This helps children to approach future learning with confidence and readiness.

Behaviour, attitudes and establishing routines: Strong standard

Leaders foster a positive environment. They set clear and consistent expectations for behaviour that all children and staff understand. They cultivate a culture of kindness, care and respect that shapes every interaction. Staff build trusting relationships with children, helping them to feel safe, valued and confident to explore. They model positive behaviour and apply the setting's behaviour policies consistently. This supports children to collaborate, share and work well with others.

Leaders emphasise punctuality and attendance. They work actively with families to ensure that children benefit fully from all learning opportunities. Staff consider each child's age, stage of development and individual circumstances when helping them maintain expectations. For example, staff give children clear instructions so that they know what is happening now and next. As a result, children feel secure and their behaviour and attitudes are excellent. Staff adapt routines, strategies and learning for children with special educational needs and/or disabilities so that every child can participate fully and feel included.

As a result, children demonstrate positive behaviour, show respect for others and engage enthusiastically in learning. Children approach tasks with resilience, enjoy forming friendships and demonstrate attitudes and behaviour that prepare them effectively for their next stage of learning.

Children's welfare and wellbeing: Strong standard

Leaders and staff provide highly effective care practices that meet children's individual needs. Key persons build responsive relationships with each child, including babies. This ensures very effective attachments that support children's emotional security. Staff know children well, adapting routines such as sleeping and feeding to reflect each child's preferences and needs. For example, babies settle quickly when familiar staff follow consistent routines, promoting confidence and wellbeing. Children develop a clear understanding of their physical development and personal safety. Babies explore movement safely, receiving support to stand, crawl and reach for objects. Older children enjoy outdoor play, negotiating space and using equipment safely.

Staff model healthy habits and support children's awareness of hygiene and wellbeing through everyday routines and discussions. They encourage children to recognise, express and manage their emotions. For instance, during self-registration, children match their names to photos depicting simple emotions, supporting recognition and communication of feelings. Children learn to become independent in managing their own needs. They hang up their own coats and self-register when they arrive. At lunchtime, children clear away their own plates and cutlery, carefully scraping off any leftover food. These independence skills prepare children well for their next steps, such as starting school.

Leadership and governance: Strong standard

Leaders are passionate, committed and role-model positive practice. They ensure an ambitious curriculum is provided to ensure that all children consistently receive varied learning opportunities. Subsequently, all children achieve well and develop skills to support the next stage in their learning. Leaders carefully consider how to spend any additional funding to support the health and education of children, including those who may be disadvantaged.

The staff team works closely together and shares responsibilities. Leaders support staff's wellbeing through open communication and regular check-ins. Staff feel well supported and confident to seek guidance when needed. They undertake training and professional development. For example, this includes identifying specific training that supports the individual needs of children. Parents and carers speak positively about the nursery and the care provided. They like the inclusiveness of the nursery and find that staff are friendly and caring. Parents like the opportunities that children have to go on outings within the community. They value the guidance they receive from staff to help support children's progress at home, such as with toilet training. Staff are also proactive in helping parents develop their own skills, such as learning about how to manage children's emotions and feelings.