Rainbow Private Day Nursery

What is it like to attend this early years setting?

Children are incredibly happy and thrive in this inspiring setting. They feel at 'home' as they hang up their coats and leave their parents with a smile and a wave. Children greet their friends warmly as they make their way into the learning environment, excited to start the day. Children feel safe and secure.

Staff know the children incredibly well. This supports all children, including those with special educational needs and/or disabilities, to make excellent progress from their starting points. Staff work effectively with parents to find out what children know and can do. Children's learning experiences are thoughtfully planned to ensure that all children develop the knowledge and skills needed for their future learning.

Children across the setting are engaged and focused on their learning. Babies are gently supported as they explore their reflections in mirrors. Toddlers giggle with delight as they take part in sensory experiences using their feet, and older children beam with pride as they use a variety of tools to experiment with vegetables from the allotment.

Staff are passionate about the curriculum and supporting children to develop positive self-esteem. Children are very confident in social situations. For example, they chat with the inspector about the setting and why they enjoy it. Children are kind and respectful, and they share and cooperate with their friends consistently. They are given the best possible start to their educational journey.

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

• All children are offered high-quality opportunities to extend their existing knowledge and interests. The setting exceeds expectations by providing inspiring learning experiences designed to enhance children's understanding of the world. For instance, children learn about sustainability and nature through activities such as preparing food from the allotment. They also engage positively with the care of the setting's pet ducks. In addition, children benefit from enrichment provided by external organisations, including football skill development and pony riding sessions.
• Practitioners consistently demonstrate high-quality interactions with children throughout the provision. This approach supports strong communication skills among all children effectively. Children regularly learn new vocabulary and express themselves with growing confidence. For instance, babies receive gentle encouragement to learn new words, while older children engage enthusiastically with the inspector about the setting's pet tortoise. These practices lay a strong foundation for future learning.
• Children's well-being is consistently promoted throughout the setting. All children demonstrate a positive sense of self, exhibiting confidence and motivation. For instance, babies and younger children show resilience when encountering challenges during play, while older children independently set goals and explore new concepts, such as creating sustainable wildlife habitats in the garden. Independence is encouraged at every stage. For example, babies attempt to feed themselves during meals, and toddlers, as well as older children, take pride in responsibilities like feeding nursery animals and transferring leftovers to the compost bin.
• Mealtimes serve as a social occasion in which children participate fully. They are actively engaged in all aspects, including meal preparation, setting the table and pouring water. During meals, children talk with one another about their day, discuss their preferred foods and explore the concept of making healthy choices. Additionally, children learn about their bodies, the importance of sleep and oral hygiene. Opportunities for exercise and the development of physical skills are provided daily through regular outdoor activities.
• The setting works seamlessly with other professionals to ensure that all children receive the support they need to thrive. This includes signposting families to outside agencies that can offer support in the home. The setting works in partnership with local universities to share this good practice and support aspiring early years professionals.
• Partnerships with parents are highly effective. Parents consistently express that the setting provides exceptional support to both children and families. Communication regarding children's progress is thorough, and parents receive numerous suggestions to support learning at home. Feedback from parents reflects a strong appreciation for the high-quality learning opportunities available to their children.
• Leadership and management are inspiring and worthy of dissemination to others. Staff consistently report that they are very well supported. They benefit from frequent training opportunities that consistently build upon their individual skills. This excellent approach builds effectively on the quality of teaching and the curriculum. The leadership team actively engages with families to ensure that comprehensive support is accessible if needed.