Rainbow Preschool

What is it like to attend this early years setting?

Staff give a warm and enthusiastic welcome to children as they arrive at the pre-school. Children are excited to arrive and reach out to a familiar adult with whom they have built a positive bond. Staff are very attentive and know children and their families well. They offer a bespoke settling-in period which effectively meets the emotional needs of all children. As a result, children settle quickly and learn that the pre-school is warm and friendly environment with adults who make them feel safe and secure. All children, including those children with special educational needs and/or disabilities (SEND) make good progress at the pre-school. They are well-prepared for the next stage in their learning.

Staff have created a strong, enabling environment in which children are provided with a large range of rich learning experiences. Children become highly motivated learners and staff support them to persevere during activities. This effectively supports children's growing independence skills. Staff are gentle and respectful of children's needs. Children behave well as staff provide firm boundaries and routines. This helps children to understand what is happening next and successfully helps them to transition on to the next activity, such as getting ready to go outside.

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

• The pre-school is managed well. Staff mention that their morale is high and they are proud to be part of a team that puts children first. They benefit from the support given by the managers and say that they feel valued and listened to. Managers actively encourage staff to offer their opinions and reflect daily on ways to improve their already strong practice. Staff flourish under the care and guidance of the managers.
• There are good arrangements to promote children's literacy. Children begin to develop an interest in stories and independently choose books to look at. They point to the pictures as they turn each page. Staff support children to independently practise their early writing skills. Children make use of the writing pencils and paints available to 'write' and excitedly talk about a picture they have painted. Staff ensure that stories engage children and motivate them to think about what might happens next. Children collectively squeal with delight and chant 'You can't catch me, I'm the Gingerbread man!' when prompted to do so.
• Overall, staff are knowledgeable, and generally teaching is of a high standard. However, within the staff team, there are some gaps in the knowledge of how to identify what children need to learn next. As a result, some activities are not targeted precisely to reflect children's abilities. However, despite this, children's enjoyment and engagement in activities is high and they are making progress.
• Staff provide children with a strong understanding of the diverse community in which they live. Children learn about how they are unique and about celebrations from different cultures. Staff provide regular outings for children, such as going to the shops to purchase ingredients for cooking. Staff use these outside experiences to discuss the changing environment around them. For example, as children collect leaves on an autumn walk staff talk about shape, colour and texture of the items that are collected.
• Staff work alongside families and other professionals to provide tailored plans for children with SEND, and disadvantaged groups. They ensure that these children have use of the resources that they need to access learning. Staff develop firm relationships with families. The consequent two-way communication and important sharing of information allows a continuity of care at home and at the pre-school.
• Children enjoy daily opportunities to run around in the fresh air. They learn to climb obstacles and quickly negotiate spaces as they chase each other in the garden. Staff provide children with a large range of fruits for snack. They encourage children to try new and exotic fruits and praise them for 'giving it a go'. Children learn that they must wash hands before eating and are beginning to learn how to blow their noses and recognise when this needs doing. Staff uses props, such as dolls, to show children how to care for their teeth.

What the setting must and should do next

The provider should:

• enhance the support for staff to more precisely identify, and plan for, what they want children to learn next.