Rainbow Day Nursery

Rainbow Day Nursery 28 Church Road, LYMM, Cheshire WA13 0QQ

p.1

Inspection date 19 February 2019 Previous inspection date 11 January 2016

p.1

This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

p.1

This provision is good

n Staff teach children about the local community, wider world and differences and similarities between themselves and others. For instance, they provide displays, resources and books that reflect children's cultural backgrounds. Staff also take children on trips around the local area, for example to a residential care home. n Staff value parents as partners in their children's learning. They exchange information about children's progress and guide parents in how to support children's learning at home. Parents comment positively about the setting, and partnerships with parents are a key strength. n Staff provide children with a stimulating and welcoming environment indoors and outdoors. Children are motivated and curious learners. For example, children talk with staff about the colours they are mixing together, as they paint different coloured planets and space rockets. n Members of the management team regularly review the quality of the provision. They

p.1

This provision is good

seek and welcome the views of children, parents and staff on an ongoing basis. This information is used to make improvements to the quality of practice. n Staff regularly observe children and accurately assess their stage of development. They use the information gained, together with their knowledge of children's interests, to plan a wide range of enjoyable and challenging opportunities. All children make good progress. n The programme for the professional development of all staff does not focus robustly on raising the quality of teaching to an outstanding level. n At times, staff in the early learners room do not manage transitions between daily routines well. As a result, children become easily distracted and unsure of what to do next.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

n build on the programme of continuous professional development for all staff to constantly strengthen the quality of teaching n review the organisation of movement between daily routines in the early learners room, supporting children more effectively to fully understand what is expected of them.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector spoke with staff and children during the inspection. n The inspector completed a joint observation with the early years director. n The inspector held a meeting with the early years director and deputy manager. She looked at relevant documentation and evidence of the suitability of staff working in the nursery. n The inspector spoke to a number of parents during the inspection and took account of their views.

p.2

Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. Staff understand their responsibility to protect children from harm. They refresh their knowledge regularly through training and professional discussions at staff meetings. The management team supports staff to understand new legislation. In addition, recruitment procedures are robust. The management team checks staff's suitability both at interview and on an ongoing basis to ensure they are suitable to work with children. The management team tracks the progress of individual children and the progress that groups of children make. This helps staff to identify gaps in learning and plan targeted support for children. For example, children are making progress with their fine manipulative skills since staff have ensured writing materials are more available in different contexts.

p.3

Quality of teaching, learning and assessment is good

Staff interact positively with children and facilitate their play well. For example, children confidently talk about the dinosaurs and what they like to eat. Children are beginning to develop their understanding of early literacy as they learn to write letters on the easel and as they count with staff. For example, children enjoy making rockets and writing their initials on them before 'zooming off' into space and counting backwards from 10 to zero. Younger children enjoy playing in bubbles as they wash the dolls and recognise parts of the body. Staff promote children's communication and language skills well. They tune in to children's interactions and use a variety of verbal and non-verbal communication. Staff introduce descriptive language and encourage children to join in with the nursery rhymes and action songs.

p.3

Personal development, behaviour and welfare are good

Children behave very well. Staff are good role models and they encourage children to be kind and considerate to others. Children show high levels of independence and develop good self-care skills. Staff encourage them to complete tasks for themselves, for example at snack times and when using the bathroom. Good hygiene routines are promoted well throughout the nursery. For example, clear procedures are in place to minimise the spread of any infections, and exclusion policies are adhered to at all times. Children have plenty opportunities to play energetically and enjoy the outdoor environment. They enjoy practising their balancing skills and negotiating space as they climb on large apparatus and ride on bicycles.

p.3

Outcomes for children are good

All children make good progress and are developing into independent learners. They are well prepared for their next stages of learning and ultimately for school. During group story times, they confidently express their views and ideas. Younger children develop good imaginative skills as they act out traditional stories. For example, they use new vocabulary as they mix spells with their magic wands.

p.3

Setting details

Unique reference number EY404796 Local authority Warrington Inspection number 10074401 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 0 - 4 Total number of places 72 Number of children on roll 77 Name of registered person Stockton, Paul Gordon

p.4

reference number

Date of previous inspection 11 January 2016 Telephone number 01925756569

p.4

reference number

Rainbow Day Nursery registered in 2009. The nursery employs 25 members of childcare staff. Of these, 22 hold appropriate early years qualifications at level 2 and above, including one with early years professional status and two who hold qualified teacher status. The nursery opens from Monday to Friday for 51 weeks of the year. Sessions are from 8am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

p.4

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.

p.4

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.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

reference number

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

reference number

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

reference number

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

p.5