Rainbow Village Nursery

Rainbow Village Nursery The Old Court House, Church Street, Bloxham, Banbury, Oxfordshire, OX15 4ET

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Inspection date

Previous inspection date 30/04/2013 05/11/2009

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 All children are warmly welcomed into this small friendly nursery. They form good relationships with the staff, who help children settle quickly so they enjoy their time here.  The staff have created a stimulating, child-centred environment indoors and outside, which encourages children to become active, independent learners.  Staff support children's learning well. They plan suitably challenging experiences based on children's individual interests and this helps children make good progress.  There are highly effective links with parents, external agencies and other providers in order to identify all children's needs and help them achieve as well as they can. .

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It is not yet outstanding because

 At times, adults overly direct children's play by asking too many questions and not always giving children enough time to develop their own ideas first.  Staff are highly reflective of their own practice and frequently seek the views of the children, but do not routinely involve parents in evaluating the quality of the provision  In their enthusiasm, staff sometimes use loud voices which makes it difficult for children to concentrate or listen to others.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Inspection activities

 The inspector observed and talked with staff and children engaged in activities in the nursery and outdoor play area.  The inspector met with the manager and the local authority advisory teacher.

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Inspection activities

 The inspector sampled documentation, including policies, procedures, the nursery development plan, risk assessments, staff suitability checks, planning and children's assessment records.

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Inspection activities

 The inspector spoke with several parents and read comments from parents and took account of their views.  The inspector undertook a joint observation of an activity with the manager.

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Information about the setting

Rainbow Village Nursery is a privately owned provision, which has been registered since 2000. It operates from The Old Court House building in Bloxham and is accessed via a flight of steps. There is no disabled access. There is a small enclosed outdoor play area. The intake of children is from the local rural communities.

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Information about the setting

The nursery is registered on the Early Years Register and cares for children from two to four years. There are currently 47 children on roll. The nursery opens on weekdays for 47 weeks of the year from 7.30am until 4pm. The nursery employs four staff to work with the children, three of whom hold childcare qualifications at level 3 and the fourth is working towards level 2. The nursery receives funding for free early education for two-, three- and four-year-olds. It supports children with special educational needs and/or disabilities and children who are learning English as an additional language.

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To further improve the quality of the early years provision the provider should:

 Develop further the evaluation process by seeking and taking account of the views of parents and carers

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To further improve the quality of the early years provision the provider should:

 consistently and sensitively support child-led play by always giving children time, resources and encouragement to develop their own ideas without overly directing them or asking too many questions

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To further improve the quality of the early years provision the provider should:

 Create a quieter environment to help children concentrate and listen more clearly by keeping down staff voices and background music.

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who attend

The majority of the staff team have a secure understanding of how children learn and develop. They recognise the vital importance of children's play and they plan a wide range of stimulating experiences that they base firmly on children's individual interests. Staff recently noticed that several children were very interested in dinosaurs and agreed with the children it would be fun to find out more about them. They looked at books and read stories then worked together to make a dark cave under a volcano. Children collected pebbles and sticks to create dinosaur landscapes to play imaginatively in the sand tray. They wondered how big dinosaur footprints might be before printing their own. One child visited a dinosaur park with his family and brought in photographs. The staff helped him make the photographs into a book so he could share his exciting day with the other children. Children recognise their written names and many are confident to have a go at

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who attend

writing it themselves. This wide range of activities captures children's imaginations and ensures they make good progress in all seven areas of their development.

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who attend

Staff have taken care to create indoor and outdoor play spaces that encourage children's independence. Staff provide a wide range of good quality resources, many of which the children can use and move in different ways, which helps them think creatively and deepens their understanding. Children spend a great deal of time playing with large blocks. They work together to make a slope to roll cars down. They decide they 'need more power' and experiment with adding blocks to make the slope steeper; they have discovered that this makes the cars go faster. Staff note this and next time provide vehicles and blocks in the garden so they can continue their investigations. Staff are flexible and make the most of everyday opportunities to capture children's interest and extend their learning. An unexpected wedding in the adjacent church provided a wonderful catalyst for discussions about ceremonies and 'special days' and fun dressing up

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who attend

for imaginary play. Staff took photographs so that children could return to the topic later.

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who attend

Staff provide a good balance between child-led play and activities that they lead. They generally support children's learning very well and children respond eagerly to the enthusiastic approach of several of the staff. Staff are fun and playful with the children and they motivate them well. However, some staff tend to use rather loud voices at times, which makes the environment noisy and difficult for all children to concentrate and hear what others are saying. Children enjoy chatting with the staff and welcome them into their play. However, on occasions, staff sometimes overly direct children's play, with too many questions and not always giving children sufficient time and encouragement to explore and develop their own ideas fully. Despite this, the quality of teaching overall is good and staff put into practice the sound principles they have acquired from recent training. Staff monitor children's development accurately. This ensures staff promptly spot any gaps in

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who attend

learning and provide or seek additional support if needed, to help all children achieve as well as they can.

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who attend

Staff work effectively with parents, spending time at the outset and every day getting to know the children and their families well. Parents are kept well informed of their child's progress, and the nursery generally, through regular newsletters, meetings and daily discussions. Parents are encouraged to be involved in their child's learning, for example, by sharing 'wow' moments from home, which are displayed proudly in the nursery.

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The contribution of the early years provision to the well-being of children

All children are designated a special member of staff, or key person, who has main responsibility for their well-being and monitors their progress. This ensures all children are fully included and none are overlooked. Children and parents are warmly greeted by staff on arrival and children settle quickly to their own choice of play. Children form close bonds with staff and feel secure enough to share concerns with their key person.

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The contribution of the early years provision to the well-being of children

Staff label resources clearly and children can easily reach what they want, which helps them become highly independent. Children are confident to express their views because they know staff value their opinions. Children have helped choose and buy more water play equipment for the garden. They were also instrumental in re-organising the book corner. They observed there were too many books to fit in the bookshelf so they were being torn as children tried to squeeze them in. Children are encouraged to think about problems and take responsibility for finding solutions that benefit everyone.

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The contribution of the early years provision to the well-being of children

Children learn to value differences as they talk about their own and others' lives. They enjoy taking home Rainbow Bear and then sharing his experiences with the rest of the group. Staff have made a book of his travels and children love to look at the photographs and read about his adventures. It leads to many lively discussions about what sort of beds people sleep in and why we must clean our teeth. Children behave very well and show concern for others, such as when another child loses a special toy. They learn how to play safely, such as not throwing sand, and they gain an understanding of risk and their own capabilities, as they explore their environment. Children are happy, enjoy their play and show high levels of self-esteem. They learn to value their own and others' achievements, such as encouraging a friend up the climbing wall then cheering as they reach the top.

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The contribution of the early years provision to the well-being of children

Children develop a good understanding of the importance of a healthy diet and regular exercise. Children play outside for prolonged periods twice each day and although the garden is small, children use a wide range of resources, including suitably challenging climbing and balancing equipment. Children visit a nearby field several times each week where there is plenty of space to run around and play more boisterously. Staff talk to children as they play or at mealtimes, about which foods are good for us. Children manage their own personal hygiene well and staff encourage them to have a go at putting on coats and shoes themselves before offering help. Children are gaining the skills that will help them make friends, settle easily and be ready to learn as they move on to school.

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provision

Since the last inspection, the nursery has received regular support from the local authority early years team. They have made significant improvements to the provision and now provide good quality care and learning for children. The management team has welcomed the advice and training opportunities. The team has a good understanding of, and fulfil, the welfare, learning and development requirements of the Early Years Foundation Stage.

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provision

There are effective arrangements to safeguard children. All staff have received child protection training and the owner/manager at a more advanced level. They work closely with the appropriate agencies when concerns arise to help keep children safe. There are robust recruitment procedures and all staff have undergone appropriate checks to assess their suitability to work with children. Staff supervise children closely and use risk assessments effectively to keep children safe in the nursery, outside and on outings around the village.

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provision

There has been a strong focus on developing staff knowledge in recent years. Staff appraisals are carried out annually and used to identify training needs. Staff eagerly attend relevant training to further their knowledge and gain additional qualifications. This has had a very positive impact on children's learning. In particular, staff effectively monitor children's interests, ways of learning and the progress they make. They plan flexibly to ensure they cover all areas of development and reflect the interests, abilities and needs of each child. Under guidance from the local authority advisory teacher, the manager has acquired the skills and confidence to lead her team successfully in reflecting critically on all they provide. They make very effective use of monitoring tools to improve the learning environment and capture children's views to help them make changes. They have not involved parents fully in their evaluation process to ensure they are involved in

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provision

The nursery has very effective links with other providers, schools and professionals. They have recently established the Bloxham Links forum to meet with other providers, including the village pre-school, primary school and children's centre. This has made a strong contribution to helping them meet children's needs and ensure they receive the support they need. It also enables them to meet with other professionals and share good practice.

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number 403371 Local authority Oxfordshire Inspection number 843272 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 2 - 4 Total number of places 22 Number of children on roll 47 Name of provider Clare Campbell Date of previous inspection 05/11/2009 Telephone number 01295 722266

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Setting details

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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