Rainbow Pre-School Nursery

Rainbow Pre-School Nursery Parish Centre, Church Lane, Carlton in Lindrick, Nottinghamshire, S81 9EG

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Inspection date

Previous inspection date 24 January 2018 8 September 2017

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 The recently implemented systems for monitoring staff practice are not yet fully effective in identifying staff training needs to raise the quality of teaching further.  Information from assessments is not used effectively; this means some planned activities do not provide sufficient challenge or support children's next steps.  Staff do not gather relevant information from parents about their children's abilities when they first start, to help them plan for children's learning more precisely from the outset. Not all children receive support to make enough progress in their learning.  At times, staff complete tasks that children are capable of doing for themselves.  Systems for self-evaluation are not rigorous enough to identify areas for improvement, to continue to raise the quality of the provision.

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It has the following strengths

 The manager and staff have made some improvements since the last inspection. They have worked closely with the local authority to improve the quality of the provision, overall, which has had a positive impact on children's welfare, safety and well-being.  The key-person system is well established. Staff are skilled and sensitive in helping children to form strong emotional attachments. All children settle very well. They are happy, confident and ready to learn.  Children's speech and language development are promoted effectively by the staff. They talk to children about what they are doing. Staff introduce descriptive words during activities to further develop and strengthen the children's speaking skills.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 ensure arrangements for the supervision of staff identify weaknesses in practice and target support, coaching and training 24/02/2018

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Due Date

 ensure that staff make effective use of assessments to plan suitably challenging activities for children, taking account of their interests and abilities, to support them to make progress in their learning. 24/02/2018

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Due Date

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

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Due Date

 gain more initial information from parents about what children already know and can do, to enable staff to plan precisely for their learning from the start  provide children with more opportunities to gain independence and begin to manage tasks for themselves  make better use of self-evaluation to identify and address weaknesses in the provision and continue to raise standards.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector completed a joint observation with the manager.  The inspector spoke to parents during the inspection and took account of their views.  The inspector spoke with staff and children during the inspection.  The inspector held discussions with the manager and looked at relevant documentation and evidence of the suitability of staff working in the pre-school.

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Effectiveness of the leadership and management requires improvement

Managers do not use monitoring and evaluation well enough to identify weaknesses linked to staff's practice, assessment and planning. As a result, some teaching is not targeted well enough to help children make enough progress. Current systems to evaluate the effectiveness of the setting are not fully effective in identifying areas where improvements can be made. The arrangements for safeguarding are effective. Staff demonstrate a good understanding of how to identify any children who may be at risk of harm. They know the action to take if they have concerns about a child's welfare. Recruitment processes are rigorous and all staff's suitability is checked appropriately. Staff undertake daily risk assessments to minimise any hazards to children's safety. Staff share information about children with parents and other settings that children also attend, to ensure that they meet children's care needs.

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Quality of teaching, learning and assessment requires improvement

Overall, staff have an appropriate understanding of children's levels of development. However, planning does not focus well enough on what individual children need to learn next. Staff do not always give enough consideration to children's differing needs when they carry out adult-led activities. The most able children are often not challenged enough to help them make better progress in their learning. Staff and parents exchange information about the children on a daily basis. However, staff do not gather detailed enough information from parents when children start to find out what they already know and can do. Children's literacy skills are generally well supported by staff throughout the daily routine. For example, during self-registration, children learn to recognise their name in print and sound out the letters.

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Personal development, behaviour and welfare require improvement

Staff do not consistently promote children's independence so they can begin to manage tasks for themselves. Well-qualified staff are positive role models. They use good manners when talking to children and each other. Children are well behaved. They respond well to the staff and play alongside their peers. Children are learning to share and take turns. Staff suitably support younger children to understand the emotions and feelings of others. For example, they talk about being gentle and using kind hands while the children play. Children develop good physical skills. They learn to pedal tricycles and push themselves along on scooters at speed.

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Outcomes for children require improvement

Weaknesses in planning and assessment mean that activities do not always engage children successfully. Nonetheless, staff do support children so that they develop the basic skills they need in readiness for the move on to school. Children are confident to talk to visitors and staff about what they like doing. They enjoy looking at books and talking about what they can see in the pictures. Younger children develop their physical skills and they use a variety of tools to manipulate dough and build with the bricks.

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Setting details

Unique reference number 253083 Local authority Nottinghamshire Inspection number 1113855 Type of provision Sessional 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 40 Number of children on roll 5 Name of registered person Rainbow Day Nursery (Carlton-in-Lindrick) Committee

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reference number

Date of previous inspection 8 September 2017 Telephone number 01909 730249

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reference number

Rainbow Pre-School Nursery registered in 1970. The pre-school employs two members of staff. Of these, one holds an appropriate early years qualification at level 5 and one holds level 3. The pre-school opens Monday to Wednesday from 8.50am to 2.50pm, and Thursday and Friday from 8.50am to 12.20pm, during term time only. It 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

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

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