Rainbow Pre-School

What is it like to attend this early years setting?

Children are happy when they arrive and are welcomed into the pre-school by the warm and caring staff. They separate from their parents with confidence. Children who are new to the setting settle quickly because the staff support them well. They read books, play games and cuddle children who are away from a parent for the first time. This ensures that children quickly learn that they are safe and secure in the environment. Staff ensure that there are a wide variety of activities for children to choose from. They find out about children's interests before they start at the pre-school, such as by gathering details from parents, and use this information to plan a range of stimulating activities. This helps children, including children with special educational needs and/or disabilities (SEND), to make the best possible progress and gain valuable skills in preparation for the next stage in their learning.

Staff have high expectations for children and are excellent role models. They speak very respectfully to children and consider their feelings and opinions. Consequently, children demonstrate kindness to one another. They look after resources and are keen to help the staff tidy away toys and complete small tasks, such as handing out lunch boxes to their friends. Children demonstrate their strong bonds with the staff and clearly enjoy being with them.

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

• A key strength of the pre-school is the provision for children with SEND. The managers and the special educational needs coordinator work very closely with parents and other professionals to support children's individual needs. Practitioners work to identify and close any gaps in children's learning and development. Parents tell the inspector that they are thrilled with the progress their children have made and are grateful for the daily updates they receive.
• Overall, teaching is good, and all children benefit from a well-sequenced curriculum. However, there are times during some adult-led activities when the activity is pitched at too high a level, so some children lose focus because they do not understand what is being asked of them. Consequently, some children do not consistently have the same learning experiences as others.
• Children develop a love of books as they listen to familiar stories. They progress with their vocabulary and imaginary skills well. Highly skilled staff model language in an exciting way when telling stories. Children are transfixed and are keen to contribute. 'Oh, I love this book!' they exclaim with excitement. Children with SEND are given props for the story of 'The Three Little Pigs'. They enjoy building small houses and smile when they find 'the big, bad wolf'.
• Staff know the children well. They skilfully plan for future learning based on children's existing knowledge. They have identified some gaps in children's learning as a consequence of the COVID-19 pandemic. As a result, there has been a focus on supporting children in their emerging language and social interactions. Staff have prioritised activities that promote sharing and turn-taking. They encourage discussions, singing, rhymes and storytelling, all of which expose children to new words.
• Partnership with parents is strong. Parents speak very highly of the pre-school and comment that they feel their children are in a safe and warm environment. They mention that communication is very good and that they look forward to the daily updates. Parents say that the staff are knowledgeable and friendly and that their children are excited to attend the pre-school. They say they feel 'lucky for the experiences' that their children have at the pre-school.
• Overall, children's engagement is high at the pre-school. However, at times, staff do not use daily activities, such as the snack time routine, to talk about food choices or engage children in conversation. Children have plenty of opportunities for fresh air and physical exercise. They have good coordination and are very physically able. Children kick and throw balls and negotiate large play equipment with ease. They use large bubble wands to make circles in the air. 'Wow! Did you see that one!' they exclaim.

What the setting must and should do next

The provider should:

• adapt adult-led activities to ensure that they are pitched at the right level so all children fully engage and benefit from the learning opportunities
• support staff to enhance interactions with children at snack time to further support children's learning and development.