Rainbow Day Nursery (Harlow) Ltd

Inspection of Rainbow Day Nursery (Harlow) Ltd Princess Alexandra Hospital, Hamstel Road, HARLOW, Essex CM20 1QX

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Overall effectiveness Good

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

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The provision is good

Staff greet children with genuine warmth and kindness. The nursery is child friendly and welcoming as the attentive staff ensure the environment captures children's interest. Children demonstrate they are enthusiastic and eager to learn and settle quickly. They leave their parents with ease and become engrossed in activities offered. Staff provide a curriculum that is planned around the children's developing needs and interests. They follow the children's lead and plan in the moment to fully support what captures children's attention. Staff speak respectfully to the children, for example, they gently ask them if they if they may change their nappy or wipe their nose. They have high expectations for the children and children's behaviour is good.

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The provision is good

Children are supported to learn the skills required to be independent, for the transition to school and successful future learning. Older children are positively encouraged to take care of their own personal needs, fully supported by staff who are close by. Younger children also make good attempts of getting ready for outdoor play. Staff are skilful in their interactions with children and provide running commentaries during play. Children's speech and language development are good, and they demonstrate that they are confident speakers. Children enjoy their time in the garden. They exercise and have fresh air as they play with their friends. Children cooperate in groups, listen to instructions and are keen to help as they set up new games, such as a badminton net. They delight in using the bats and learn new words, such as 'shuttlecock'.

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need to do better?

n Children benefit from a varied curriculum that is based around what they need to learn next. They make good progress while at nursery. All areas of learning are promoted well. However, there is a particularly strong focus on supporting children's speech and language and emotional needs and personal skills. n The manager understands the importance of supporting the staff in their own professional development. Staff are aware of the importance training has, to improve outcomes for children and welcome training opportunities. The manager is hands on and routinely monitors her staff's practice, spending time in the rooms. Staff also receive regular supervision meetings and informal daily chats. They are a close team and have a clear understanding of their roles and responsibilities. The staff comment they feel valued as their well-being is considered. n The nursery is fully inclusive, and activities are planned to ensure all children can

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need to do better?

participate. The special educational needs coordinator is knowledgeable about her role. She effectively engages with parents and other agencies involved with the children to ensure all children receive the support they need to make good

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need to do better?

9 February 2024 progress. n Effective partnerships with parents are established. Parents speak highly about their child's time at nursery. Many comment on the helpful, friendly, and approachable staff. Parents say the staff invest time in getting to know their children well. They comment they have 'every confidence' in the staff and leave their children reassured they are in safe hands. Parents comment that communication is good and they are fully informed regarding their child's day. n Children have formed trusting bonds with their key person and the whole staff team. They demonstrate they feel safe and secure and appear very happy. They are aware of the high expectations for their behaviour. They use good manners at snack and lunchtime without prompting and are very settled. n The quality of teaching and staff's interactions are good. The curriculum is planned around all areas of learning and based on children's interests. However,

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need to do better?

the curriculum is not consistently challenging and, sometimes, staff do not help children to build on what they already know and extend their knowledge to an even higher level. n Children have opportunities to use their imagination in the role play. They can access a variety of quality materials to support mark making and early writing skills. Babies make patterns in water they spill, and this is encouraged and praised. However, often creative activities are led by staff and children are offered printed sheets or have pictures drawn for them rather than be encouraged to have a go for themselves.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n plan more opportunities within the curriculum to challenge children's thinking, so that it consistently builds on what they already know and can do n support staff to provide opportunities for children to explore and express their creativity and imagination, and celebrate their artistic achievements.

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Setting details

Unique reference number EY498119 Local authority Essex Inspection number 10316872 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 34 Number of children on roll 29 Name of registered person Rainbow Day Nursery (Harlow) Limited

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reference number

Telephone number 01279 978211 Date of previous inspection 29 May 2018

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Information about this early years setting

Rainbow Day Nursery (Harlow) Ltd registered in 2016. The nursery employs 12 member of staff. Of these, 10 hold appropriate early years qualifications at level 2 or above. The nursery opens Monday to Friday, all year round except for bank holidays. Sessions are from 7am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting has received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the setting. n The inspector and the manager completed a learning walk together and discussed the curriculum and what the team wants the children to learn. n The manager and the inspector carried out a joint observation together. n The inspector spoke with staff and children at the inspection. n Parents provided the inspectors with written and verbal feedback. n A meeting was held between the inspector and managers. The inspector looked at relevant documentation, including the safeguarding procedures and evidence of the suitability of staff members.

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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

9 February 2024 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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