Happy Rainbows Nursery

Happy Rainbow Nursery 2 Ward Street, COSELEY, Wolverhampton, WV14 9LQ

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Inspection date

Previous inspection date 20/05/2014 22/11/2013

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early years provision

This inspection: 3 Previous inspection: 4 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Some aspects of teaching and learning are strong, particularly in relation to monitoring children's achievements and supporting pre-school children's listening and attention skills.  Staff are effective in safeguarding children, supporting their emotional well-being and helping them to learn to manage their behaviour.  Partnerships with parents and other professionals contribute to identifying and meeting children's individual needs.  The commitment and motivation of all staff and management is securing ongoing improvements in children's care and learning.

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It is not yet good because

 The planning of some activities, resources and adult interactions to support children's individual next steps in learning is not always effective. Consequently, some activities and experiences are not challenging enough to consistently build upon what children already know and can do.

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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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Information about this inspection

The provision is also registered on the compulsory part of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in both play rooms and the outdoor play area.

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Inspection activities

 The inspector held discussions with the owner and manager, both deputy managers and staff in each room.

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Inspection activities

 The inspector conducted a joint observation of a children's activity with the owner and manager.  The inspector interacted with children and spoke to parents during the inspection.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation and safeguarding policies.

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Inspection activities

 The inspector looked at evidence of the suitability and qualifications of the staff and the provider's improvement plans.

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Information about the setting

Happy Rainbows Nursery was registered in 2009 on the Early Years Register and the compulsory part of the Childcare Register. It is privately owned and operates from a single storey building in Coseley, between the towns of Dudley and Wolverhampton in the West Midlands. The nursery serves the immediate locality and also the surrounding areas. Care is delivered from two main rooms, with enclosed areas for outdoor play. The nursery employs 11 members of childcare staff who have appropriate early years qualifications ranging from level 3 to level 5. The nursery is open Monday to Friday, all year round. Sessions are from 7.45am to 6pm. There are currently 62 children in the early years age range attending. The nursery receives funding for the provision of free early education for three- and four-year-old children. The nursery receives support from the local authority.

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must:

 improve the effectiveness of planning by; developing staff knowledge of how to plan activities, meal routines, resources and staff interactions so that all children are consistently supported to make good progress in their next steps in learning

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must:

 improve the monitoring of planning by; ensuring the manager and senior staff regularly review the quality and content, so that they are confident that staff are knowledgeable and understand the process.

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who attend

Since the monitoring visit and last inspection, the nursery has maintained and built upon the significant changes made to teaching practice. As a result, children receive better support to prepare them for school and their next steps in learning. In some instances, the quality of teaching is good. For example, staff in the pre-school room use the information they gain from observations and assessment to identify and close emerging gaps in different areas of learning. This is particularly evident, in relation to children's listening and attention skills, where assessment was showing gaps in children's ability. This has led to some particularly effective planning and teaching strategies, such as staff focusing very strongly on gaining, maintaining and extending children's attention. Staff use a fun and playful approach and provide continual explanations, pictorial prompts and clear instructions, with high expectations for children to respond to these. Fun topics are

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who attend

planned that include a variety of different activities. These topics are linked to children's favourite books and interests, with staff using photographs of children's experiences and work to make attractive displays. These approaches help to sustain children's interest over a period of time. They are resulting in children making good progress in their ability to sit and listen, maintain their interest, concentrate, understand and respond to instructions. They include opportunities for children to develop their interest in number, space and measure, simple technology and design. They also support children's literacy and communication and language skills.

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who attend

However, teaching in the pre-school room is not consistently good because key persons are not effective in using observations and assessments to plan for children's individual next steps in learning. Consequently, some of the activities they plan are not challenging or stimulating enough. Therefore, they do not always attract children's participation or consistently build upon what children already know and can do. During some spontaneous play, children's next steps are not fully supported because staff have not planned for suitable resources to be readily available, particularly in the outdoor area. In some instances, other staff are not familiar enough with children's next steps in learning. Therefore, they are less able to support these areas when they interact with children who are not their key children. Consequently, not all children are consistently supported to make good progress in their individual next steps in learning.

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who attend

The nursery's baby room is resourced and organised to stimulate younger children's natural interest and curiosity in the things they see hear and touch. This includes resources, such as, sand and water, small world playthings and programmable interactive toys. This helps children to become active learners. It motivates them to move, explore and experiment as they use these resources for their own purpose and begin to take part in symbolic, imaginative play. This helps children to develop their understanding of things that happen around them. Staff stay close to children who are starting to enjoy and explore their physical abilities. This ensures children are kept safe, which gives them confidence to become mobile and to continue to explore and challenge their physical skills. Staff in the baby room undertake regular observations and assessments that are helping them to identify children's progress, interests and their next steps in learning. They plan a

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who attend

range of adult-led activities to support children's progress, such as singing with musical instruments or sticking activities. Bilingual staff in the nursery provide support for parents and children, which aids children's self-awareness, confidence and communication skills. However, key persons are not consistently using the good quality information they are obtaining through observations and assessments to plan and mould their interactions with children, in order to fully support each child's individual next steps in learning. Consequently, younger children do not always receive the adult support they need to make good progress in their physical and communication and language skills.

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who attend

Staff are working effectively with parents, sharing valuable information to support children's learning and development at home and in the setting. Parents are encouraged to contribute to initial and ongoing assessments and they are kept well informed about their children's progress. They are encouraged to take part in nursery activities and are given some specific guidance to help them to support their children's progress at home. For example, parents of children cared for in the baby room are given guidance around the use of dummies and bottles and how these can hinder speech and language development. Staff in the pre-school room share the information they receive from local schools and encourage parents to practise specific skills at home, such as talking about different types of weather, which helps to support children's communication skills and interest and understanding of the world.

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

The nursery has made significant improvements to how children's behaviour is managed. The new behaviour management systems, introduced following the last inspection and subsequent monitoring visit, are now well established, very positive, used in partnership with parents and continue to be very effective. Staff have become very reflective in how they assess their practice. They use peer observations and include their own actions in charts used to monitor behaviour. There is a very positive, fun and consistent approach used to help children to think about their behaviour and its effect on others. This helps children to moderate and make changes to their behaviour where necessary. For example, older children who are excited about going outdoors are able to moderate the noise they make as they collect their coats so they do not disturb sleeping babies. Children are familiar with the nursery's 'Golden Rules', which also help them to develop their

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

understanding of keeping safe in and outdoors. Consequently, children enjoy a more safe and harmonious environment. This supports children's welfare and learning.

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

Staff's kind and caring approach ensures children's emotional well-being is effectively supported when they first attend the nursery, move up rooms and move on to school. Staff are particularly sensitive to any child's need for specific and additional support. For example, staff work in partnership with parents so that children have familiar photographs from home to look at and talk about. This is particularly effective in reducing any incidents of stress children may experience through the day. Staff are also extremely flexible in extending settling-in visits to ensure both children and parents become confident and settled. Pre-school staff work effectively in partnership with local schools to plan activities that help children to become familiar with and embrace the new experiences of school. As a result, children benefit from taking part in physical education sessions that are similar to those they will experience at school. For example, they learn how to stand in a line and to

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

put their hand up to indicate they have something to say. They also dress up in school uniforms and act out being at school as part of their imaginary play. These experiences help children to become familiar with and embrace the new learning journey ahead of them.

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

Staff work effectively in partnership with parents and others to meet children's individual dietary and sleep needs. They ensure the environment is safe, welcoming and stimulating for children. Children have daily access to the outdoors where they are able to become active and develop their physical skills. However, the outdoor area is not always planned well to support children's individual next steps in learning. Staff in pre-school effectively use the information they gain about what children know and can do to plan routines, such as meal times. As a result, children's differing independence and self-care skills are supported and challenged well. Discussion, displays and growing activities support children's growing awareness of the importance of healthy eating. However, staff in baby room do not effectively plan meal routines to ensure babies and younger children's next steps in self-care skills are effectively supported and extended.

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provision

The safeguarding and welfare requirements of the Early Years Foundation Stage are fully understood and met by the management team and all staff. Ongoing child protection training and coaching for staff has continued since the monitoring visit. This is ensuring all staff have a strong understanding and are confident about taking all the necessary steps to safeguard children's welfare. The owner and manager places a high emphasis on ensuring robust recruitment and vetting procedures are in place. This contributes to ensuring staff are safe and suitable to work with children. Children are further safeguarded because there is a strong safety culture in the nursery. Staff are vigilant and provide high levels of supervision. For example, they count the number of children in and out of the outdoor play area to ensure staff child ratios are well maintained and children are kept safe. Regular risk assessments are conducted and well-focused steps are taken to

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provision

keep the environment safe and secure. This has included making changes to the entrance of the pre-school room, which has further enhanced children's safety. Staff hold current paediatric first aid certificates, which contributes to ensuring children receive appropriate care if they become ill or injured.

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provision

The management and staff team demonstrate high levels of commitment and motivation to provide good quality care and learning for children. The management team have been very effective in driving a culture of reflective and improving practice. They work alongside staff in the playrooms, which enables them to monitor staff's practice and to provide staff with focused targets, support, coaching and training. This has been effective in enhancing staff skills and knowledge, particularly in relation to behaviour management strategies. It is also evident in staff's improved ability to undertake effective observations and assessments of children's abilities. In some instances, this is evident in staff's planning. This has resulted in some positive improvements to teaching and learning. However, monitoring and support for staff's skills in relation to using observations and assessments to plan for children's next steps in learning has been noticeably less successful.

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provision

Consequently, the quality of teaching and learning is not consistently good as planning for children's next steps in learning requires improvement.

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provision

Parents continue to express their high satisfaction with the service they receive. The nursery is continually building upon effective ways to engage and support parents in their children's learning. This is helping to keep parents informed and involved in their children's care and learning. The focus given to working in partnerships with parents whose children are learning to speak English as an additional language contributes to the quality of support provided to these children. The nursery seeks and acts upon the views of parents. This has recently resulted in extending the opening hours of the nursery. The nursery does not currently care for any children who have special educational needs and /or disabilities. However, the management team is aware of the importance of liaising with other professionals when necessary to ensure all children's needs are met.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY392641 Local authority Dudley Inspection number 963344

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 36 Number of children on roll 62 Name of provider Happy Rainbows LTD Date of previous inspection 22/11/2013 Telephone number 01902 670707

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Type of provision

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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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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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