Rainbows Day Nursery

What is it like to attend this early years setting?

Children happily arrive at the setting and are excited to start their day. Staff welcome children into the setting and give them time to settle at the activities they have organised. Babies explore play food items, and staff introduce new words to them, such as 'broccoli'. Staff are responsive to babies and provide comfort and reassurance to help them feel secure. Staff encourage older children to tidy up after themselves. For example, children wash up their cups and plates after lunchtime. Staff remind children to clear up any spillages so that they don't slip over. This helps children recognise and manage risk.

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

• Since the last inspection, the manager has worked hard to make the necessary improvements. She engages with the local authority and has undertaken audits of the environment to help identify ways to adapt things to support children's development. Staff have updated their health and safety training.
• Staff report that they feel very supported in their roles. They have regular supervision sessions, where they discuss any concerns they may have and whether they have identified any training they wish to do. Newly recruited staff have a thorough induction and feel supported by the whole team.
• The manager is clear about what children need to learn and how staff should be teaching children. For example, the curriculum is designed to support children to develop the skills they require for their future learning. Babies are growing in confidence, and staff support them to develop their physical skills. Younger children learn the social skills they need for the future and how to play together. Older children are confident communicators and extremely independent.
• Staff follow children's interests when planning activities. For example, staff make salt dough with children who want to make Christmas decorations. Children take turns to measure out the ingredients and mix them together. They engage in conversation about similar activities they have done at home. Staff do not always recognise children's emerging interests during activities in order to extend their communication and learning further.
• Older children practise using tongs to pick up small craft items such as pom-poms. They concentrate and persevere until they succeed. This helps promote children's fine motor development in preparation for early writing.
• Staff provide a variety of opportunities for children to be independent. For example, children put their own coats on before going outside. At mealtimes, children serve themselves their lunch and scrape their plates when they have finished. However, transitions are not organised well and can interrupt children's play. This has an impact on children's learning and how engaged they are during these times.
• Children with special education needs and/or disabilities (SEND) are supported well. The manager liaises with external agencies to ensure they provide the right level of support for all children. She ensures referrals to other agencies are made promptly. As a result, children with SEND are making good progress.
• Parents are happy with the care their children receive. They know what their children are learning and how they can support their children's learning at home. Parents report that they see their children practising new skills at home.

What the setting must and should do next

The provider should:

• strengthen staff knowledge of how children learn to help them recognise children's emerging interests in order to build on what they already know
• improve the organisation of transition times, including lunchtime, to minimise interruptions to children's learning.