Over The Rainbow Day Nursery

Inspection of Over The Rainbow Day Nursery 7 Victoria Road, Romford RM1 2JT

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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

Leaders set high expectations for all children, including those with special educational needs and/or disabilities (SEND). Leaders and staff work very closely with outside agencies to implement robust support plans for these children to help ensure that the curriculum meets their needs. All children, including those with SEND, make good progress from their starting points of entry.

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The provision is good

Staff work well with parents to help identify and meet children's individual needs. As a result, children feel safe and secure, and they settle well in the nursery. Staff build warm and trusting relationships with children. They create a calm environment where children feel happy and content. Babies and toddlers seek out familiar adults for cuddles of reassurance when they become unsettled, and staff respond to them promptly.

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The provision is good

Leaders put a strong focus on helping children to develop good communication and language skills, as well as becoming emotionally secure. They are quick to identify children who are at risk of falling behind and implement effective strategies to help them catch up with their peers. For example, children with speech and language delay get the opportunity to engage in specific listening and attention activities to help improve their understanding and speaking skills. Older children and toddlers learn to practise different breathing techniques to help them remain calm when feeling anxious or overwhelmed. Staff remind children of the behaviour expectations and encourage them to share and take turns. This helps children to understand what is expected of them and contributes positively to their attitude to learning.

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need to do better?

n Leaders of the nursery ensure that the needs of children and their families are at the heart of the curriculum. They provide a broad and inclusive curriculum to help improve outcomes for all children. All children, including those with additional learning needs, gain essential skills for their next stage of learning, including starting school. n Some staff demonstrate a strong understanding of how children learn and are highly efficient at extending children's knowledge. They lead group activities well and provide opportunities for children to think and speculate ideas. For example, staff encourage pre-school children to work out how they can make dough less sticky. Staff read stories to children and ask relevant questions to help children remember what they have learned. Staff supporting children younger and those with language difficulties use sign language as well as single words to help them understand what is being said and develop their emerging vocabulary. Children

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need to do better?

who speak English as an additional language are making steady progress in their

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need to do better?

7 October 2024 communication and language development. n Partnership with parents is effective. Leaders and staff use an online system and face-to-face communication well to keep parents informed about children's care and learning. In addition, they seek and act on the views of parents to help identify areas to improve and drive improvements. Parents are kept up to date with staff changes and other welfare matters through emails and newsletters. Parents report that their children have made good progress since joining the nursery. n Leaders of the nursery carry out regular room observations and one-to-one staff supervision to help identify strengths and gaps in staff's practice. However, there are some newer staff who are not yet as competent as the rest of the staff team, and their teaching and interactions are not yet as positive as others. Having said that, leaders have implemented clear targeted plans to support

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need to do better?

individual staff to help ensure consistently high-quality care and education across the setting. n Staff encourage children to care for each other and develop good friendships. Throughout the day, they encourage children to play with and alongside their friends. They use mealtimes to foster social relations and independence skills. For example, staff encourage older children to serve their meals and manage their coats independently. Staff support children to become independent in toileting, working closely with parents. They encourage children to wash their hands regularly and teach them how to do this well. This has a positive impact on children's health and well-being.

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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 continue to provide targeted support for individual staff to help them understand the curriculum aims and implement these effectively to help children make even better progress in their learning and development.

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Setting details

Unique reference number EY485621 Local authority Havering Inspection number 10351696 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 65 Number of children on roll 87 Name of registered person Over The Rainbow Day Nursery Limited

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reference number

Telephone number 01708756695 Date of previous inspection 8 October 2018

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Information about this early years setting

Over The Rainbow Day Nursery registered in 2015. It is situated in the London Borough of Havering. The setting opens for 52 weeks a year, from 7.30am to 6.30pm, Monday to Friday. The nursery provides funded early education for children aged two, three and four years. There are 27 members of staff; of whom 24 hold appropriate early years qualifications from level 2 and above. One staff member holds qualified teacher status and another holds an early years teacher status qualification.

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Inspection activities

n The inspector and the third in charge carried out a learning walk and held discussions about the curriculum aims and rationale for children's learning. 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 Documents, such as evidence of the staff's suitability and paediatric first-aid qualifications, were checked by the inspector. n The inspector spoke with staff and held meetings with the management team at appropriate times. n The inspector spoke to some parents and took account of their views. n The inspector and the third in charge carried out a joint observation of a group activity and held discussions about children's learning.

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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

7 October 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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