Rainbow Angels Nurseries & Learning Centres

Inspection of Rainbow Angels Nurseries & Learning Centres 54a Whitfield Street, London W1T 4ER

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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 Not applicable

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The provision is good

Children flourish at this inclusive setting. Leaders and staff show incredible warmth towards children, which promotes children's well-being and helps them to feel secure. The key-person system is well embedded, which means that staff know their individual children well. Staff provide a rich and nurturing environment where children are happy, confident and inquisitive learners. Children arrive eager and become quickly immersed in play. They relish their time outdoors as they explore the exciting spaces that make up a variety of woodland areas that challenge their physical skills. The youngest children love painting their hands, creating a unique piece of art, which they eagerly show staff. Inside, children develop an understanding of mathematical concepts as they measure ingredients and add a range of colours to make marbled play dough. They build tall structures that represent the Eiffel Tower and learn concepts such as 'wider' and 'taller'.

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The provision is good

Children behave very well. They cooperate with their peers and know what is expected of them. Staff are excellent role models. They offer praise and encouragement to all children, which gives children confidence to have a go at different activities. Established routines throughout the day help children feel secure. Mealtimes are sociable occasions. Children take pride in setting the table for lunch and relish being the 'helper' for that session. Consequently, children make good progress in their personal development.

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need to do better?

n Leaders are ambitious and are highly focused on driving improvement throughout the nursery. Together with staff, they set high expectations of what children should achieve. In addition, leaders work closely with an external consultant and the local authority to further enhance staff practice. Staff are supportive of the leadership team. They appreciate their manageable workload and feel valued for the work they do. n Leaders have high expectations of staff. They offer guidance to staff and encourage them to review their practice. For example, staff have formal supervision meetings with leaders to check how well children are learning. However, these meetings are not held as regularly as they could be. Nonetheless, staff attend training courses to help them fulfil their roles effectively. n Comprehensive safeguarding procedures ensure that children are safe at the setting. Staff are vigilant and understand their responsibility to keep children

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need to do better?

safe. They carry out daily visual checks to ensure that the premises are safe and secure. n The curriculum provides children with high-quality learning experiences. Staff have a good understanding of each child's development and what they want

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need to do better?

15 July 2024 children to learn next. Activities are well matched so that everyone, including children with special educational needs and/or disabilities and those learning English as an additional language, can take part in learning. Staff regularly track children's progress and swiftly identify children who require additional support so that specific plans are put in place. Consequently, children are well supported so that they can make rapid progress in relation to their starting points. n High priority is given to developing children's communication and language. Staff engage in meaningful conversations with children and use very good questioning techniques to help develop children's thinking skills. Children show respect for books and develop a love of stories, songs and rhymes. Staff make story time a thoroughly enjoyable experience. They immerse children in the story, encouraging them to learn new vocabulary, recall previous events and anticipate

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need to do better?

what happens next. As a result, children make good progress in their communication and language skills. n Children have ample opportunities to develop their early literacy skills. They learn the sounds that letters make and confidently write their own names. Visual displays of different languages and the use of key words in children's home languages help children to develop a sense of pride and feel valued. n Partnerships with parents are a key strength at this setting. Parents are well informed about the curriculum. Leaders and staff talk with parents daily and share information about their child's day. Parents have positive views about the staff team. They comment that their children are very happy and that they appreciate the cheerful, friendly attitude of the staff.

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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 review supervision arrangements for staff so that formal meetings are held more frequently to further enhance the quality of care.

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Setting details

Unique reference number 2655405 Local authority Camden Inspection number 10334633 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 38 Number of children on roll 49

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Name of registered person

Rainbow Angels Nurseries & Learning Centres Ltd

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reference number

Telephone number 02075801199 Date of previous inspection Not applicable

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Information about this early years setting

The nursery is operated by Rainbow Angels Nurseries & Learning Centres Ltd and is situated in the London Borough of Camden. The nursery is open from Monday to Saturday, 7am to 7pm, for 51 weeks of the year. There are 19 staff in total, including the manager, the deputy manager and the cook. Nine staff hold a level 2 qualification and five staff hold a level 3 qualification. The remaining staff are unqualified.

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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 provider and has taken that into account in their evaluation of the provider. n The inspector observed the interactions between staff and the children. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with managers about the leadership and management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n A manager and the inspector carried out a joint observation of a planned group activity. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

15 July 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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