Rainbows End Pre-school

Inspection of Rainbows End Pre- school Chells Community Association, Mobbsbury Way, Stevenage, Hertfordshire SG2 0HT

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Good Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Staff do not have high enough expectations of what children can achieve. Therefore, children are not challenged enough to help them make the best possible progress. For example, children's interactions with staff are often interrupted when staff leave the room to tend to other children's care routines. Children are not consistently encouraged to sustain their concentration and practise their speaking skills. They often answer questions using grunts and gestures rather than using the vocabulary they know. Despite these weaknesses in practice, children arrive at pre- school happy and eager to attend. They quickly settle into their play. Children respond well to the kind and caring staff. They understand simple rules. For example, they learn to say 'please' and 'thank you' when sitting at the snack table.

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The provision requires improvement

Children enjoy lots of time outdoors playing in the fresh air. They enjoy catching the bubbles and spend time in the large sandpit digging and filing containers. Children understand and confidently follow appropriate hygiene routines, such as washing their hands before eating. Children demonstrate good physical skills as they move along raised balance boards and around the large tyres. Some children walk across and around quickly showing how well they can balance. Other children are more cautious and crawl on their hands and knees.

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need to do better?

n The new manager has ideas about how to develop the curriculum, but these changes have not been implemented yet. She talks about the importance of building children's vocabulary and supporting their behaviour. However, there is a lack of extended interaction between staff and children and conversations do not flow. For example, staff often ask questions in quick succession and do not always give time for children to answer or remain with children to listen to what they say. n Staff have an accurate understanding of children's abilities and the progress they make. However, expectations of what children can achieve are not high enough. Although children enjoy the experiences at pre-school, these are not always well planned, and children's learning is not sequenced appropriately to build on what they know and can do. Staff do not respond quickly enough during activities to ensure children's learning is extended and they move forward in their

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need to do better?

development. n Staff give children praise and talk about things that are special to them. This helps to promote children's confidence and sense of self-worth. Children are encouraged to makes choices. For example, at snack time they select from a wide variety of nutritious fruits and vegetables. n Children ask the staff for activities they want to try. For example, when some children want to paint, staff provide a few pots and brushes for children to use.

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need to do better?

23 March 2022 Children are encouraged have fun and explore the feeling of the paint on their fingers and palms of their hands. n Parents provide positive feedback about the pre-school. They say they like the staff, that children are happy and that they can see progress with their children's sharing skills. Some parents frequently use the online system to share information with staff and to find out more about their child's experiences in pre- school. n Staff work well with other professionals. They signpost parents to local services to ensure they have access to the support and guidance they need. Staff work closely with other settings that children attend. Where there are other professionals involved in children's care and education, partnership working is effective. n The new manager is aware of the weaknesses in the quality of education and has plans to make improvements. Staff have some appropriate opportunities for

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need to do better?

training. However, the arrangements for supporting and coaching staff are not established to help them to embrace new initiatives and improve their teaching skills.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Managers and staff have secure knowledge of the pre-school's procedures for safeguarding children. They know the possible signs of abuse and neglect. Staff are clear about their responsibility to act promptly to record and report any concerns about children's well-being to the appropriate agencies. Staff attend training for child protection and safeguarding. They are aware of the local support services and signpost families to these to ensure they get the help they need.

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Due date

devise and implement an ambitious curriculum that is understood by all staff and helps them to build on what children know and can do and helps children to prepare for school 22/04/2022

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Due date

focus professional development plans on improving staff's teaching skills, so that all children benefit from consistently good-quality learning experiences. 22/04/2022

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should:

n ensure staffing and resources are organised effectively so all children benefit from well-planned and uninterrupted learning opportunities.

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Setting details

Unique reference number 146443 Local authority Hertfordshire Inspection number 10230790 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 32 Number of children on roll 47 Name of registered person Chells Community Association Committee

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reference number

Telephone number 01438 355458 Date of previous inspection 20 October 2016

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Information about this early years setting

Rainbows End Pre-school was registered in 1997 and is managed by a voluntary committee. The pre-school employs six members of staff. Of these, four hold qualifications at level 3, one at level 6 and one is currently training for a level 2. The pre-school opens during term time. Sessions are: Monday, Tuesday & Thursday 9am to 4pm; Wednesday 9am to 3.30pm; and Friday 9am to 3pm. The pre-school provides funded early education for two- and three-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken this into account in the evaluation of the setting. n The manager and the inspector discussed how the provision for children's learning is organised. The inspector observed interactions between staff and children indoors and outside. n The manager and the inspector completed a joint observation and evaluated the quality of the teaching and the impact this has on children's learning. n The inspector spoke to parents who use the setting and considered their views. The inspector spoke with children at appropriate times during the inspection. n The inspector reviewed evidence of qualifications and suitability of staff working at the setting.

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Inspection activities

We carried out this inspection 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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Inspection activities

23 March 2022 regulates and inspects to 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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