Rainbows Day Nursery

Inclusion: Expected standard

Children are made to feel welcome at the setting. Leaders and staff take time to get to know each child and their family. As a result, staff identify any gaps in children's learning or children with special educational needs and/or disabilities (SEND) early on. Leaders work well with external professionals involved in children's lives, such as speech and language therapists and social workers, ensuring children's continued wellbeing.

Leaders and staff ensure ongoing assessment of children's development to provide tailored support for those with SEND and those who may face other barriers to learning. They regularly observe children's progress to ensure that they make steady progress from their starting points. Leaders use funding effectively to support children. For example, they use targeted funding to provide children with sensory resources and creative materials to support their preferred learning style. In addition, leaders have upgraded the outdoor play area and purchased resources to support children's physical development needs.

On minor occasions, some children wander around the room looking for something to engage with. This is because staff do not consistently use the setting's space effectively, which limits the number of children who can engage in play. At these times, children are not learning as much as they could.

Curriculum and teaching: Expected standard

Leaders have developed a broad curriculum. They understand their team well and recognise where staff need further support. Leaders identify that some activities for older babies are not consistently planned well enough to maximise their learning. For example, older babies or those that are more capable are not always provided with well-considered resources and activities to engage with. This means, sometimes, these children are not learning as much as they are capable of.

Children enjoy outdoor play, and their developing physical skills are well supported. Pre-school children use their arm muscles as they dig in the sand to make pretend ice creams. Older babies use their leg muscles to push themselves along on small tricycles. Staff demonstrate how to use the handle to steer the tricycle in different directions. Older babies copy this, safely navigating the larger play equipment.

Staff weave mathematical vocabulary into children's play. Pre-school children talk with staff about colours and shapes during play. Staff sing number songs with children, holding their fingers up to demonstrate the correct number. Babies cosy up to staff as they count colourful bricks. This helps children to understand early mathematical concepts.

Staff use mealtimes as a learning opportunity. They support children to position their hands correctly, enabling them to use cutlery effectively. Children with special educational needs and/or disabilities receive focused support. Staff provide gentle reassurance to help them to remain seated and eat with their friends.

Achievement: Expected standard

Children are developing their language and communication skills. They engage in circle-time activities that focus on supporting their speech and language skills. Pre-school children take turns to choose spoons that represent nursery rhymes. They join in with the words and actions to the familiar songs. Babies babble during play, repeating simple words back to staff. When playing with toy cars, babies say 'beep beep' as they toot the horn.

Overall, children achieve well from their starting points and gain skills that will prepare them for their move on to school. That said, on occasion, children are unable to participate with their chosen activity. This is because, at times, staff limit the number of activities provided. As a result, some children wander around looking for resources to engage with and are not learning as much as they could at these times.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well across the setting. They respond positively because staff give consistent expectations. Children develop positive relationships with staff and show confidence in their environment as they join in activities. Staff are effective role models, encouraging children to be kind and mindful of their friends. Staff help children to share, take turns and play together. Pre-school children recognise when it is tidy-up time. They busy themselves, readily putting away toys in the correct place. Children receive praise from staff for their hard work.

Staff know the children in their care well. They provide gentle support to enable all children to take part in daily routines. This includes children with special educational needs and/or disabilities. For example, staff give children reassurance and time, allowing them to join in group activities at their own level and pace. As a result, children are taking part in these activities for increasing periods of time while still feeling secure.

Leaders routinely monitor children's attendance. They ensure that any lapses are checked to keep children safe. Staff work closely with parents and carers to help them understand the importance of regular attendance and how it may affect their child's development.

Children's welfare and wellbeing: Needs attention

Leaders and staff ensure that children sleep in safe positions, and staff check on them frequently. However, potential risks for some children are not yet fully considered. For example, older babies share a large mattress, with their heads positioned directly next to other babies. While staff supervise children effectively, ensuring that they do not roll onto others, this does not provide children with a separate sleep space and, therefore, does not fully promote safer sleep.

That said, leaders create an environment where children are happy and settled. Children enjoy a healthy and balanced menu. Staff provide them with fresh drinking water throughout the day. There are systems in place to ensure that children's dietary needs and food preferences are met. All children have access to daily fresh air and exercise.

Children build secure attachments with their key persons. They develop a sense of belonging and demonstrate confidence and independence in their surroundings. Leaders work closely with parents and carers and other professionals to implement targeted support for children with special educational needs and/or disabilities, so they feel included and valued.

Staff encourage children's early independence skills, which are embedded in daily routines. Pre-school children take away their dirty plates at mealtimes and put their leftover food in the bin. Older babies show determination to do things themselves. Staff ensure that they are close by to safely support their endeavours.

Leadership and governance: Needs attention

Leaders have taken a positive approach to addressing the weaknesses raised at the previous inspection. They now ensure that staff receive coaching and support to help them develop their skills and knowledge on all aspects of children's care and learning. Leaders consider staff's wellbeing and workload. They ensure that support is available when needed and expectations are realistic. This helps to maintain a safe and positive environment for everyone.

Leaders are reflective and strive to provide children with the best experiences and learning environment they can. They monitor practice through regular observations and discussions with staff. Leaders recognise they need to take a more robust oversight of the setting's safer sleep procedures. This is to ensure that all potential risks are considered and arrangements fully promote safer sleep for all children.

Leaders and staff develop positive relationships with parents and carers. They use a variety of ways to engage parents in supporting their child's next steps and to understand their child's developmental stage. Parents say staff provide ideas to help their children make progress at home. They say their children are developing their communication skills and have settled well at the setting. Leaders work with external professionals so children, including those with special educational needs and/or disabilities and those who face other barriers to their learning, receive appropriate and targeted support.