Rainbow Nursery

Inclusion: Strong standard

Leaders have created a highly inclusive environment. Children with special educational needs and/or disabilities (SEND) receive purposeful and targeted support. Staff ensure all children are fully included within all areas of learning. They make effective adaptations to ensure children progress securely. For example, staff support children to follow routines alongside their peers. They use visual aids, such as 'now and next boards', to support transitions. When needed, staff guide children to access specific tools to regulate their emotions. This supports children's understanding and emotional wellbeing.

Leaders and staff work collaboratively with families and external partners. They build excellent partnerships with parents. Together, they identify the most appropriate and effective measures to support every child. This is consistently implemented at the earliest opportunity. Children have support in place immediately after any barrier to their learning or wellbeing has been identified.

Leaders rigorously review and monitor the impact of measures in place for children. They ensure support is appropriately targeted to have the most effective outcomes. This reduces children's barriers to learning or wellbeing. As a result, children make sustained progress. Children who were previously non-verbal now say up to 5-word sentences. Children who were previously not meeting physical milestones now walk unaided.

The key-person system ensures that all children are well supported. Children stay with their key person throughout the day. Staff consider all children's individual care routines and needs when planning activities. Children enjoy exploring the environment, with regular check-ins to their key person. Caring staff reassure and encourage children. This helps them to feel safe and secure.

Curriculum and teaching: Strong standard

Leaders have established an ambitious curriculum that is carefully sequenced throughout children's journey. Staff plan activities that reflect children's interests. Children are fully engaged in their learning. They make rapid and sustained progress from their starting points.

The curriculum is vast and ensures all individuals are meaningfully included. Staff skilfully adapt teaching in the moment and adjust environments. They ensure that activities are accessible for all children. Staff value each child's individuality and their interests. Children benefit from the exciting opportunities provided at this unique setting.

Staff have consistently clear intentions for children's learning and their next steps in development. They continuously build on children's prior knowledge through varied activities. Children are engaged in their learning and have sustained concentration.

Staff's high-quality interactions are purposeful and responsive. They keep children's motivation high and promote positive attitudes to learning. Staff are positive role models who use skilful questioning to promote interesting conversations. This helps to extend children's learning, engagement and thinking. For example, staff point out changes in the weather. Children explore and discuss what impact these changes have. They discuss appropriate clothes to wear and the puddles they can jump in when it rains.

All staff teach children with continued support and guidance throughout the day. They consistently engage children in learning and narrate to them. Staff help children to make sense of the world around them. Children are confident to explore the vast grounds, feeling secure with their key person close by. They engage in enjoyable experiences. They visit the 'wellness bus' to take part in yoga sessions. Children collaborate to grow plants in the allotments. They continue to make steady progress across all areas of learning.

Achievement: Strong standard

Children make rapid and sustained progress across all areas of learning from their individual starting points. All children, including those with special educational needs and/or disabilities, fully participate in the learning opportunities and achieve quickly. For example, children who start with a limited vocabulary quickly learn how to put words together and form clear, coherent sentences. In turn, they build positive relationships with their peers and staff.

Children show inquisitive skills and positive attitudes to learning. They are interested in exploring the world around them. Children find various bugs during forest school and identify them. They have interesting conversations and explore the identified insects through exciting stories about them.

Children build upon their independence skills in a sequenced approach. They learn how to use cutlery efficiently, pour their own drinks and get themselves dressed. Children develop important knowledge and understanding to support them in their next stage of learning. They are very well prepared, particularly for school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders set clear expectations for families regarding regular and prompt attendance. They regularly review attendance patterns. Leaders work with external partners, hold meetings and suggest strategies for families who need support.

Staff typically address any incidents of poor behaviour. They clearly explain boundaries to children and discuss the impact their actions have. Staff discuss children's feelings and support them to use strategies to overcome conflict. For example, they use a sand timer to help children take turns. When needed, staff make appropriate adaptations so all children have appropriate rules to follow.

Generally, children develop the skills needed to follow most rules and routines. Staff offer regular praise and reminders to support them. For example, staff play a 'tidy-up song' in the baby room. As children progress through the years, this song continues to play. Pre-school children recognise these audio cues and immediately work together to put the toys away. However, these reminders are not consistently carried out by all staff. Sometimes, staff do not support children to meet the expectations set for them. For example, they tell children about the 'golden rules' at the beginning of the day. However, later, when children run and shout inside, staff do not support them or remind them of those rules. This means that children do not have consistent boundaries or receive support to follow expectations. Leaders recognise there is room for improvement. They have established clear expectations for children's behaviour. They are currently working with staff to embed these consistently. Leaders identify that this is in the early stages.

Leaders recognise the importance of all children having a consistent experience. They identify that routines and transitions need improvement. Leaders explain that this is a part of the ongoing work to consistently embed expectations. For example, babies are sometimes unsettled during some transitions, particularly when staff expect them to wait for mealtimes. Leaders have plans to adapt the routine to best support children during these times.

Children's welfare and wellbeing: Expected standard

Staff develop warm, respectful relationships with children. This helps them to feel safe and secure. Staff support children's emotional recognition and regulation. For example, they provide engaging activities, such as puppets, stories and 'feelings mirrors' to help children learn. Children respond positively to staff and their peers. They engage in play with increasing confidence and independence. For example, staff warmly encourage babies as they reach, roll and babble. Babies smile and respond enthusiastically.

Leaders and staff know children and their families well. They work closely with parents, carers and external partners. Children receive targeted help to support their development and wellbeing. For example, children take home 'experience bags'. These help children through various changes, including toilet training, moving house and bereavement. Leaders create an inclusive environment where all children feel valued and supported. Children proudly share personalised books with photos of people important to them as they settle for the first time.

Typically, staff support children's welfare and wellbeing effectively throughout the day. For example, children plant in the allotments and discuss healthy eating. This helps them to learn positively about healthy choices. However, staff do not consistently consider the impact transitions have on children's wellbeing. At times, transitions interrupt children's play when they are highly engaged in learning. Other times, children may wait for long periods to transition. This can cause some children to become unsettled. Leaders recognise the need to strengthen routines and transitions. They are working with staff to consistently support children's wellbeing throughout every part of the day.

Leadership and governance: Strong standard

Leaders have a clear and ambitious vision for the setting. They continuously review the effectiveness of practice. Leaders consistently reflect on how to improve experiences for all children. They use effective assessment to accurately identify areas for improvement. Leaders take swift action to create plans to support these continued improvements. For example, they have created clear expectations for children's behaviour. Leaders recognise that this is not yet securely embedded among the entire staff team. They are in the early stages of working with staff to ensure a consistent experience for every child. Leaders recognise that some transitions can be unsettling for children. They explain that they are planning adaptations to make to the routine. Leaders recognise that all routines need to consistently support children's welfare and wellbeing.

Leaders work collaboratively with staff, families and external partners. This ensures that they maintain effective oversight of the setting. Leaders continuously monitor the effectiveness of the opportunities offered to children. They adapt experiences and strategies so all children make sustained progress. Leaders understand the setting's strengths and celebrate these, creating a positive environment.

Leaders have created a supportive culture where staff feel valued and respected. They carefully consider staff's workload and make adaptations when needed. Staff receive opportunities to share ideas, reflect on their practice and contribute to decision-making. They have regular opportunities to develop their professional skills. Staff have access to the in-house training programmes that have been specifically developed by leaders.

Leaders and staff have established thoughtful and positive relationships with parents and carers. Leaders share children's upcoming learning. They hold parents' evenings to discuss children's progress. Leaders engage in regular conversations with families, external partners and local schools. This ensures that effective support for children is implemented in a timely manner.