Rainbow Pre-School

Rainbow Pre-School Welbourne Primary School, Goodwin Walk, Peterborough, Cambridgeshire, PE4 6RE

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Inspection date

Previous inspection date 29 January 2015 3 March 2009

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This inspection: Good 2

Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Staff demonstrate a secure knowledge of how to keep children safe and protected from potential harm. They are caring and affectionate towards children. As a result, children make secure attachments and this promotes their confidence and emotional well-being.  The quality of teaching is consistently good, with some aspects of outstanding practice. The provision for children with special educational needs and/or disabilities, and children with English as an additional language, is exceptionally strong. As a result, all children make good progress as they prepare for the next stage in their learning, including school.  The pre-school is well managed. Those in charge regularly identify areas that can be improved further and take appropriate actions to develop the overall quality of the provision.  Effective partnerships with parents have been developed. This ensures that relevant information is shared. This enables the pre-school to meet children's individual learning

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This provision is good

and care needs.  The learning environment is interesting and challenging both inside and outside. This means that children are keen and enthusiastic in their learning.

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It is not yet outstanding because:

 Management is not yet making the best use of the monitoring of practice, in order to swiftly disseminate the outstanding aspects of teaching in particular areas, such as special educational needs.  Assessments are used to routinely check children's progress, however, the information gathered from them, is not always used to inform planning ideas.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 refine the monitoring strategies further, in order to share the outstanding aspects of practice swiftly, to raise the overall standard of teaching even further  make better use of information from the assessments of children's progress, focusing on reflecting their interests and ideas more consistently in the planning.

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Inspection activities

 The inspector toured the premises with the manager.  The inspector observed activities in the main playroom and outdoor area.  The inspector carried out a joint observation with the manager.  The inspector checked policies and evidence of the suitability of the staff, their qualifications, assessment records, self-evaluation and planning documents.  The inspector held discussions with the children, staff and parents.  The inspector held a meeting with the manager.

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who attend. This is good

Children enjoy access to a wide range of resources in a stimulating learning environment. Staff support children's learning through positive interactions and appropriate questioning. This means that children are increasingly curious and eager to learn. Staff have a sound knowledge of the children and their families. Provision for children with special educational needs and/or disabilities, is particularly strong. Targeted support is also given to children who speak English as an additional language. As a result, children make good progress in relation to their starting points. Children's assessment records are completed and shared with parents. However, information gathered about children's interests, is not always used to inform and enhance planning ideas. Staff utilise the outdoor area well, in order to provide children with additional learning opportunities. They also use the additional space to enable children to be creative on a large scale. For example, they use chalks to draw on

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who attend. This is good

the floor and create different spaces for children to move around in.

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good

Children are encouraged to become independent in their learning. This helps increase children's readiness for school or the next stage in their learning. Children demonstrate self-confidence as they actively explore and take manageable risks within their play. Children are encouraged to manage their own personal hygiene and self-care. They use appropriate tools and equipment to serve their own food and drink at snack times. Staff present the space and resources well to ensure that children develop physical competence, particularly with the outdoor area. Additionally, the pre-school uses rooms and areas within the school to provide additional opportunities for children to explore space. There is an effective key-person system that supports staff engagement with children and their families. This means that children form very positive and trusting relationships with staff. Children feel safe and secure as they explore with freedom and

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provision is good

The pre-school is managed well and staff demonstrate commitment that ensures the overall quality is consistently good. Staff attend regular training, in order to keep their understanding up to date. The manager has a complete understanding of the requirements of the Early Years Foundation Stage and implements them effectively. Staff have been involved with the pre-school in various roles for an extended period of time. During this time, they have enhanced their qualifications, which has had a positive effect on the quality of teaching within the pre-school. The educational programme is monitored well, ensuring that children experience a wide range of experiences, activities and resources. However, the exceptional practice of some key staff, is not always disseminated swiftly enough to enhance the quality of teaching to its optimum. The pre-school has developed effective partnerships with parents, external agencies and the school in which it

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provision is good

is located, to support and enhance the achievements of each child attending.

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Setting details

Unique reference number EY273637 Local authority Peterborough Inspection number 877646

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 26 Number of children on roll 32 Name of provider Rainbow Pre-School Committee Date of previous inspection 3 March 2009 Telephone number 07594 437927

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Type of provision

Rainbow Pre-School was registered on the current premises in 2003. The pre-school employs five members of childcare staff, all of whom hold appropriate early years qualifications at level 2 and level 3. The pre-school opens from 9am until 3pm on Monday and from 9am until 12 noon Tuesday to Friday term time only. The nursery provides funded early education for two-, three- and four-year-old children.

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Type of provision

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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Type of provision

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

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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.gov.uk/government/organisations/ofsted

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