Rainbow Pre-School

Rainbow Pre-School Westerhope Primary School, Hillhead Road, NEWCASTLE UPON TYNE, NE5 1NE

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Inspection date

Previous inspection date 19 April 2016 16 May 2012

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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

 The management team is committed and passionate about its roles and responsibilities. It strives for continuous improvement and actively seeks the views of others to support its self-evaluation process.  Staff have established good partnerships with the host primary school, which helps to support children with their future move. Links with the local authority and Sure Start teachers are also in place to ensure children's individual requirements are fully met.  Children independently access a wide range of resources and remain engaged and interested in their play. Staff effectively plan a good selection of challenging experiences across all areas of learning.  Staff ensure parents are kept well informed about their children's learning and development. Parents receive verbal feedback, attend regular meetings to discuss their children's achievements and are invited to attend stay-and-play sessions.

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This provision is good

 Children develop their physical skills, as staff encourage them to explore, investigate and be active in the outdoor play area. Children enjoy climbing over the wooden bridge, swinging on the tyres and using a selection of ride-on toys.

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It is not yet outstanding because:

 The management team has not yet fully developed effective systems to enable staff to reflect on their daily practice and to share ideas and suggestions.  The programme for the professional development of all staff is not yet highly targeted, in order to strengthen the quality of teaching even further.

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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

 enhance performance management systems so staff have more opportunities to be reflective and share good practice  extend the programme of professional development for staff so that it is sharply focused on developing an expert knowledge of teaching and learning.

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Inspection activities

 The inspector viewed all areas accessed by children, including the outdoor environment.  The inspector carried out a joint observation with one of the managers.  The inspector observed play and learning opportunities for children and spoke to staff members in the setting.  The inspector carried out an interview with the management team and looked at and discussed a range of policies and procedures.  The inspector checked evidence of the suitability and qualifications of staff working with children, the provider's self-evaluation form and the improvement plan.  The inspector took account of the views of children, parents and carers spoken to on the day of inspection.

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Effectiveness of the leadership and management is good

The management team and the majority of staff are well qualified. They use their knowledge and understanding to fully implement the requirements of the early years foundation stage. Staff receive support and guidance from the management team as they participate in meetings and appraisals. The arrangements for safeguarding are effective. Staff have a good understanding of child protection procedures and are aware of who to contact if they have any safeguarding concerns about children in their care. Furthermore, staff are very well deployed within the setting and ensure children play and learn in a safe and secure environment.

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Quality of teaching, learning and assessment is good

The quality of teaching is good and, on occasions, outstanding. Staff successfully promote children's individual interests and learning needs. They complete regular observations and assessments to highlight children's abilities and ongoing development. This helps children to gain a good range of skills needed for the next stage in their learning at school. Staff also effectively complete the progress check for children between the ages of two and three years and work closely with health visitors to support this process. Children show excitement and enthusiasm when they take part in a tea party and make cards using craft materials to celebrate the Queen's birthday. These opportunities enable children to role play, talk about real-life events and be creative, which helps to develop their expressive art and design skills. Staff support children's mathematical development well, as they continually talk about numbers, colours and size and use positional language. Children are

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Quality of teaching, learning and assessment is good

currently learning about the life cycle of a frog to support their understanding of how things change over time and their care and concern for living things.

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Personal development, behaviour and welfare are good

Staff use a calm and consistent approach to manage children's behaviour. They support children to find appropriate solutions when minor disagreements occur. Staff continually provide children with praise and encouragement, which helps them to feel valued and respected. Furthermore, children's emotional well-being is successfully promoted, as staff create a friendly, welcoming and stimulating environment. The key-person system is effective and children's individual needs are well known by all staff. Children form positive relationships with staff, contributing to them being happy, settled and content.

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Outcomes for children are good

Children are encouraged to make choices and decisions throughout their play. They are confident and motivated learners. Children have many opportunities to use their imagination and are supported by staff to develop their problem-solving skills. There are effective systems in place to track children's ongoing development. These systems enable staff to quickly identify and address any gaps in children's learning, or challenge any children who may be working above their expected level of development. The management team regularly analyses this information to ensure all children make good progress in their learning.

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Setting details

Unique reference number EY439935 Local authority Newcastle Inspection number 854040 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 24 Number of children on roll 63 Name of provider Rainbow Pre-School Community Interest Company Date of previous inspection 16 May 2012 Telephone number 01912645994

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Setting details

Rainbow Pre-School was registered in 2011. The setting employs 10 members of childcare staff. Of these, seven hold appropriate early years qualifications at level 3 or above, including the management team that holds qualifications at level 4. The setting opens Monday to Friday, from 8.30am until 3.30pm, during school term time. The setting receives funding for the provision of early education for two- and three-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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