Rainbow Pre-School

Rainbow Pre-School Community Centre, Old Road, Handforth, Cheshire, SK9 3AZ

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Inspection date

Previous inspection date 9 February 2016 2 December 2009

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Managers and staff are ambitious, extremely motivated and strive for high quality. They regularly reflect on practice. Effective systems are in place to monitor the service they provide, helping them to prioritise improvements and constantly improve outcomes for children.  Children are making good progress in their learning and are keen and inquisitive. Staff observe, assess and monitor children's progress effectively. They reflect on children's interests to creatively plan imaginative activities and experiences.  Children's behaviour is managed very well because all staff use effective behaviour management strategies and clear guidance. Children know and understand the rules, and thoroughly enjoy their time at the setting.  Staff promote children's independence particularly well and have high expectations of what they can do. Children naturally undertake tasks for themselves and confidently make choices in their play.

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This provision is good

 Recent improvements to the outdoor area have extended the learning experiences available to children. Children are encouraged to investigate and have plenty of opportunities to explore outdoors.

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It is not yet outstanding because:

 Activities for children identified with communication and language needs, are not meticulously planned to extend and challenge their speaking skills even further.  Staff are not always successful in encouraging parents to share their ideas about what they feel their child needs to learn next.

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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

 strengthen the planning for children's next steps in learning, with precise plans to extend and challenge children's speaking skills even further  encourage parents to share ongoing information about what their child needs to learn next, in order to contribute to children's next steps in learning.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector completed a joint observation with the deputy manager of an activity that children were engaged in.  The inspector held a meeting with the manager and looked at relevant documentation, such as the self-evaluation and evidence of the suitability of staff working in the pre- school.  The inspector spoke to children and a small selection of carers during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff update their child protection training regularly and have a thorough understanding of how to respond if there are concerns. Staff are deployed effectively and there is a named manager and deputy in place. There are robust recruitment arrangements to ensure the suitability of staff. Staff complete daily checks of the environment and there is a secure entry into the pre-school. This helps to keep children safe. The manager encourages staff to undertake further training, in order to continue meeting children's learning needs. Staff use their experience, skills and qualifications to provide children with a positive experience. There are good systems to monitor staff performance, such as regular meetings to discuss practice. This helps to ensure that children receive good quality teaching. Partnerships with the local school are strong, promoting good continuity for children's learning.

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Quality of teaching, learning and assessment is good

Children's independence and self-confidence are supported well by staff, who follow each child's lead and motivation for learning. They ask open-ended questions to extend children's play and encourage their thinking skills. Exciting exploratory experiences are provided that encourage a multisensory approach to learning, increasing children's engagement and giving them a greater capacity for learning. Children investigate and observe the visual changes of water and ice. They make dough pancakes and talk about shape and numbers. Children listen carefully to new words and phrases during an imaginary visit to the vet as they put on stethoscopes and bandages. Staff encourage children to work together and take turns at holding the large play parachute indoors, developing their upper body strength. Children successfully develop the vital skills they need for their next steps in learning, such as school.

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Personal development, behaviour and welfare are good

Staff provide a welcoming and friendly environment for children and parents. An effective key-person system is in place. High priority is given to promoting children's emotional well-being. They are helped to settle in and moves to school are well planned and matched to the individual needs of the child. Parents provide information about children's individual needs and staff keep them well informed about children's progress. Staff set a good example to children. They use consistent praise and encouragement to promote children's confidence and self-esteem. Children follow good hygiene routines and manage their personal care needs well. They understand that they need to wash their hands at key times throughout the day. Children demonstrate their understanding of what comes next as they willingly participate in the fun tidying up routine, and staff have visual timelines to help children's understanding of how the day will run.

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Outcomes for children are good

Dedicated and well-trained staff have high expectations for all children. As a result, all children make good progress from their starting points and outcomes for them are good.

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Setting details

Unique reference number 305261 Local authority Cheshire East Inspection number 855091 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 40 Number of children on roll 55 Name of provider Rainbow Pre-School (Handforth) Committee Date of previous inspection 2 December 2009 Telephone number 01625 543518

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Setting details

Rainbow Pre-School was registered in 1963. The pre-school operates from the Youth Centre in Handforth, Cheshire. It is open five mornings a week during term time only, from 9.15am to 12.15pm. On Monday, Tuesday, Wednesday and Thursday afternoons, it is also open from 12.45pm to 3.15pm. There are nine members of staff working directly with the children. Of these, one holds Early Years Professional status, three have a qualification at level 6, and five hold a qualification at level 3. The pre-school provides funded early education for two-, three- and four-year-old children.

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Setting details

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

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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Setting details

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Setting details

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Setting details

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