Weeley Rainbow Pre School Ltd

What is it like to attend this early years setting?

Children skip happily into the setting, warmly welcomed by the extremely devoted and friendly staff team. Children are exceptionally confident and immediately feel a sense of belonging in this nurturing home-from-home setting. They excitedly greet their peers, hugging them before hanging their bags onto their individual pegs. A relaxed atmosphere means children feel incredibly safe, with a readiness to learn. Children are immensely proud of their setting and their opinions are valued. They take pleasure in showing visitors the enticing resources and inclusive activities on offer.

Children's physical and emotional well-being is prioritised. Children delight in exploring the indoor and outdoor areas, which are expertly planned with a clear vision to provide children with endless learning experiences. Giggles and bursts of laughter are heard in abundance as children enjoy inviting the playful staff into a treasure hunt in the garden. Leading their own play and learning, children gleefully shout 'hotter' or 'colder' as staff look for an object they have hidden for them to find.

Staff consistently praise children for their efforts and successes and for showing kindness and consideration for others. Children are respectful, well behaved and frequently heard saying 'sharing is caring'. Children develop a love of reading and enjoy writing for purpose.

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

• An ambitious and clear curriculum is planned and embedded consistently across the provision. Skilful staff plan activities that reflect children's age and stage of development, unique interests and learning preferences. The impact of the curriculum on what children know and can do is demonstrated as they show high levels of concentration and enthusiasm while engaging in play.
• Overall, teaching is meaningful and of high quality. A robust assessment and key-person system means children swiftly form trusting attachments with staff that enable them to effectively play, learn and thrive. Additionally, the manager instigates excellent partnership working with other agencies, such as health and educational professionals, to help secure timely and relevant support for children. As a result, all children with special educational needs and/or disabilities or from disadvantaged backgrounds make significant progress from their starting points.
• Management and staff are extremely knowledgeable. The manager is reflective, passionate and committed to continuously improving the provision for staff, children and their families. Staff report excellent well-being. Although staff benefit from attending regular supervisions, these are not always effective at identifying further training opportunities that can enhance their interactions with children and build on their already good teaching skills.
• Speech and language development is a high priority. Children listen in awe to stories that are being read to them, before eagerly talking about their own experiences. They learn about diversity and the local community with visits from the local fire brigade. Staff expertly ask thought-provoking questions to extend and support children's communication and language development.
• Children benefit from learning mathematics through play. Children count successfully in sequence by pointing to objects while they count them after staff expertly model this way of counting.
• Children understand the setting's 'golden rules' exceptionally well. Staff support this by providing clear and consistent routines. For example, when staff ring a bell, children stand still, putting their hands up to show they understand they have five minutes left of play. As a result, children follow instructions, self-regulate and begin to make positive choices and behaviours.
• Parents express overwhelming reports of caring and trustworthy staff whom their children admire. Parents commend tailored settling-in sessions and visits to the on-site school, which helps children settle swiftly and seamlessly transition to school. Staff communicate through daily face-to-face updates about how their children's day has been. Although generally, parents report they are happy with this communication, some parents are not always sure of how to further support their children's progress at home.
• Children demonstrate superb independence and understanding of good hygiene routines. They regularly talk about germs and wash hands without prompting before eating. Mealtimes are sociable events that promote healthy eating and good manners.

What the setting must and should do next

The provider should:

• support staff to identify and access available training opportunities to raise the already good-quality teaching and promote the highest outcomes for children in their care
• develop ways of communicating with parents to ensure effective partnership working that supports all children to make the best progress.