Rainbow Pre-School

Rainbow Pre-School Congregation Church Hall, High Street, Cranbrook, Kent, TN17 3DT

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Inspection date

Previous inspection date 15 March 2017 5 February 2015

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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

 Children feel safe and behave well. They have highly positive relationships with their key workers and this helps to support their emotional well-being.  Staff value the partnership with parents. Parents appreciate the regular communication about their children's learning and progress and the opportunities they have to contribute to their child's assessment records.  There are good links between the nursery and other settings, including school. Information about children's achievements is shared and this helps to support a smooth transition and a consistency in learning.  Staff discuss children's starting points with parents when children start at the nursery. From then on, they make regular observations of children as they learn, and plan appropriate activities to support children's next steps to help to support their good progress.

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It is not yet outstanding because:

 Occasionally, staff do not make the most of opportunities to consistently challenge children as they interact with them, to extend their thinking skills even further.  There are times when children do not have a wide enough range of opportunities to further develop and extend their early reading skills.

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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

 extend children's thinking skills even further, making the most of all the opportunities that occur in interactions to provide more challenge  use all the opportunities available for children to further develop and extend their early reading skills.

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Inspection activities

 The inspector checked evidence of the suitability of all members of staff.  The inspector carried out joint observations of children's activities with the deputy manager and discussed the learning that took place.  The inspector held discussions about safeguarding procedures with a member of staff and with the deputy nominated person.  The inspector spoke to parents, read their comments and took account of their views.  The inspector held a meeting with members of the management team.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Staff are knowledgeable about the procedures to follow to keep a child safe from harm. They know who to contact if they have a concern about a child's safety or welfare. Senior leaders hold regular meetings with staff to discuss their practice and training needs and staff are encouraged to update their knowledge and skills to improve outcomes for children. They share new training with each other to help support consistency in practice. Self-evaluation is accurate. Children's progress is thoroughly checked and rapid steps are taken to close any identified gaps in children's learning. Staff seek advice from external professionals to help support children who have special educational needs. The premises are checked on a daily basis and swift action is taken to minimise any risk such as animal fouling.

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Quality of teaching, learning and assessment is good

Children's understanding of the natural world is effectively supported. For example, children put all their fruit peelings into the compost bin and collect leaves to make leaf mould. They observe, and recognise common birds as they collect twigs and moss to make their nests. Children are actively encouraged to develop their early writing skills. For instance, outside, they make marks using water and brushes. They have fun watching water cascade through the water wall and notice that soap lather travels more slowly. Children's imaginations are effectively developed. For instance, they bandage their pretend injuries up in the hospital area and remember to limp on the correct leg.

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Personal development, behaviour and welfare are good

Regular visits to the local woods and a rapidly developing knowledge of healthy eating, support children's physical development. Children understand how to take turns and share. For instance, they readily share their water as they wash the seats outside and take turns in the use of the magnifying glass as they examine the inside of fruit at snack time. Children play with a range of resources to help support their understanding of the differences and similarities between themselves and others. They made Chinese dragons and created dances to support their understanding of other cultures. Children use scissors and other tools safely and effectively. For example, they cut tape to fasten structures together and use rolling pins and cutters to shape modelling dough.

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Outcomes for children are good

Children learn the skills they need for the next stage of their education, including school. They practise their independence such as unfastening their own lunch box packages and pouring their own drinks. Children learn to count and to understand the mathematical language of size. They recognise and write their own names. Children can follow established routines and recognise sounds and symbols that indicate a change of activity.

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Setting details

Unique reference number 127495 Local authority Kent Inspection number 1085732 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 24 Number of children on roll 15 Name of registered person Rainbow Pre-School Committee

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reference number

Date of previous inspection 5 February 2015 Telephone number 01580 715570

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reference number

Rainbow Pre-School has been registered since 1982. The pre-school operates from a detached hall situated in Cranbrook, Kent. The pre-school is open each weekday term time only. Sessions are from 9am to 3pm on Monday to Thursday and 9am until 12pm on Fridays. The pre-school is in receipt of funding for the provision of free early education for children aged two, three and four years. There are seven members of staff, of whom, three, including the acting manager, hold a recognised childcare qualification at level 3, two staff are qualified to level 2 and there are two unqualified apprentices.

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reference number

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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reference number

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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reference number

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reference number

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reference number

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

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