Rainbow Pre-School

Rainbow Pre-School South Dale, Caistor, Market Rasen, Lincolnshire, LN7 6LY

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Inspection date

Previous inspection date 29 November 2017 24 February 2014

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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 manager builds strong partnerships with parents and other professionals to help identify and support children who have special educational needs and/or disabilities. All children make good progress from their starting points, regardless of their individual circumstances.  The pre-school is bright, welcoming and has a homely feel. There is a wide range of good-quality resources and interesting activities available to support children's play and learning indoors and outside.  Staff provide a wealth of opportunities for children to develop their small muscles in readiness for early writing. For example, young children use their finger and thumb to manipulate small pieces of dough. They capably use spoons and mini tongs to pick up glitter and pieces of ice.  Children behave very well. Staff are good role models. They speak to children in a calm and respectful manner. An effective key-person system is in place. Children enjoy close

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This provision is good

and caring relationships with all staff. This helps them to feel settled and supports their emotional well-being.

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It is not yet outstanding because:

 Stories chosen by staff do not consistently support children's early literacy skills. The stories are sometimes too complex in their language and too long for the youngest children to remain engaged with.  Staff's professional development is not sufficiently focused on raising the quality of teaching even further to help to promote children's attainment at the highest level.

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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

 ensure more consistency in supporting children's emerging literacy skills, to cater for children's individual learning needs and preferences  strengthen the support offered to staff to help to promote their professional development and raise the quality of their teaching.

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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 spoke with staff and children during the inspection.  The inspector completed a joint observation with the pre-school manager.  The inspector held a meeting with the pre-school manager. She looked at relevant documentation and evidence of the suitability of staff working in the pre-school.  The inspector spoke to a number of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The manager works alongside staff. She has an accurate overview of the quality of the pre-school. Children's individual progress is assessed to identify any gaps in their learning and development. Any additional support they may need is swiftly provided. Staff meet regularly with the management team to identify training needs and this has a positive impact on the outcomes for children. The arrangements for safeguarding are effective. Staff are knowledgeable and understand how to recognise possible signs and symptoms of abuse. They are confident in the procedures to follow if they have concerns about a child's welfare. Robust procedures for recruitment and checking the ongoing suitability of staff are implemented well.

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Quality of teaching, learning and assessment is good

The manager and staff use their knowledge of children's progress and their current interests well. They provide a range of stimulating activities that children find motivating, such as digging animals out of ice structures. Staff play alongside children and talk to them about what they see them doing. They develop children's communication, social and physical skills well. Staff move around to deploy themselves effectively to support children well. They get down to children's level and join in with their play experiences. They engage in meaningful conversations and encourage them to share their home experiences, such as discussing how vegetable soup is made. Children are engaged, focused and keen to take part in most activities.

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Personal development, behaviour and welfare are good

The pre-school is located in the school grounds and staff share expertise and resources. Children become familiar with the school environment and this supports their move on to school when the time comes. Staff carry out daily checks on the premises to ensure that all areas used by children are safe and suitable. Children learn to be independent and responsible. For example, they pour their own drinks and they join in with tidying toys away. Mealtimes are sociable, and children enjoy a broad range of healthy and nutritious snacks. Staff provide clear guidance for children about what is acceptable behaviour. Daily outdoor play and an exciting forest school curriculum ensure children get plenty of fresh air and exercise.

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Outcomes for children are good

Children make good progress in their learning from their starting points. They develop many skills in preparation for when they start school. Children form friendships and enjoy their play together. They learn to listen to adults and respond well to instructions. They develop good concentration and perseverance, for example, as they build walls with bricks. Children confidently use equipment, such as scissors, tongs and painting tools carefully. They are proud of what they achieve.

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Setting details

Unique reference number EY240964 Local authority Lincolnshire Inspection number 1087886 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 20 Number of children on roll 29 Name of registered person Rainbow Pre-School Committee

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reference number

Date of previous inspection 24 February 2014 Telephone number 01472 859979

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reference number

The Rainbow Pre-School registered in 2002. The nursery employs six members of childcare staff. All staff hold early years qualifications at level 2 or above, one holds an appropriate early years qualification at level 6. The pre-school opens from Monday to Friday, all year round. Sessions are from 8.45am until 3.30pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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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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