Rainbow Smiles Ltd

What is it like to attend this early years setting?

Children arrive happy and settle quickly into the routines of the nursery as the friendly staff warmly greet them. Staff know the children well and develop warm and caring relationships with them. They are kind and reassuring. Children cuddle up to staff when they need comfort. Staff use calm singing to help settle restless babies. Children are happy; they confidently talk to visitors and invite them to join in with their play and show them around the environment.

Staff communicate well with children in a variety of ways. For example, they role model language well, repeat key words, use visual cues, and successfully introduce signing while singing nursery rhymes. Children behave well and staff teach them the importance of being respectful to others. This develops children's self-esteem as they understand that they are valued, and their contributions are essential. Older children say 'please' and 'thank you'. They welcome children into their ongoing play, happily sharing resources.

Children with special educational needs and/or disabilities (SEND) receive good attention and support to thrive and meet their next steps. The manager and staff know them well and help them successfully to achieve. They work closely with parents and other professionals so that they are clear about specific next steps and their role in supporting the children. Staff use 'tidy up' to signal to young children that there is a change in the routine. Children understand this means it is time to put things away. They learn how to maintain and look after the nursery resources.

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

• Staff are considerate and inclusive in their practice and place a strong emphasis on supporting children with SEND. They work in close partnerships with a wide range of other professionals to put plans in place to support children to reach their full potential. For example, the manager funds speech and language and occupational therapists to come into the nursery to support children and staff.
• Staff highly value their partnerships with parents. For example, during the COVID-19 pandemic, they maintained regular contact with families to check on their welfare and help support children's learning at home.
• The provider has introduced new ways to communicate with parents and include them in their children's learning. Parents receive daily feedback about their child's care and learning via an online app. The manager spends time with prospective parents via an online link to learn more about children and their families. This approach supports children's emotional well-being as staff and parents can focus on children settling in rather than completing paperwork.
• The manager has a clear vision, and this drives the nursery forward. He reflects on areas of strength and areas for improvement. This means he is effective in matching the needs of the setting with the training needs of staff.
• Staff plan activities to promote children's physical skills in preparation for early mark making. For example, the children enjoy exploring with cornflour and sponge painting. Children are very friendly and confident. They take pride in their achievements, such as when successfully drawing shapes and pictures. They respond positively to the praise that staff give them and know that their efforts are valued.
• Staff mostly use effective questioning when communicating with children. However, they do not use opportunities as well to extend children's learning during some routine activities. For example, they do not consistently expand children's conversations during lunchtimes or offer children opportunities to independently use utensils and cutlery.

What the setting must and should do next

The provider should:

• encourage staff to use routines, such as lunchtimes, to interact with children to promote their communication and language skills and to encourage their independence and self-help skills.