The Rainbow Centre (Marham)

Inspection of The Rainbow Centre (Marham) Elm Road, Upper Marham, KING'S LYNN, Norfolk PE33 9NF

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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 Outstanding

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The provision is good

Children enthusiastically follow their interests. They frequently return to favoured activities and resources, helping them consolidate knowledge and practise the skills they already have. Staff skilfully adapt their own plans to encourage children to develop their thinking skills. For example, children exclaim they have seen a person on the roof of the neighbouring school. Staff take time to facilitate a discussion, encouraging children to consider why someone is on the roof and how they should keep themselves safe.

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The provision is good

Children quickly become confident and articulate individuals. Right from the start, staff make eye contact with babies, listen to their babble and respond back. This helps to build a very early understanding of conversation skills. Staff read books to children and re-tell stories using actions and props. Toddlers point to pictures of books, so staff know which story they want to listen to. Staff check children's understanding of some of the more complex words. They encourage children to think about other exciting words they could use to replace more basic adjectives. This contributes to children's good progress through a carefully sequenced curriculum.

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The provision is good

Children learn to recognise their own feelings and staff encourage them to think of others. Gentle reminders help children regulate their behaviours, contributing to a generally harmonious environment.

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need to do better?

n Staff are very nurturing towards young children. They cuddle babies who are settling in, helping them to begin to feel secure in the centre. When toddlers become frustrated, they remain calm and speak calmly and soothingly so children understand the next part of the routine. This helps children to feel safe and be ready to learn. n Children have a good range of opportunities to develop their physical skills. Young children feel shaving foam and use crayons to form large circles. This helps to strengthen their hand muscles. Babies crawl and toddle over ramps. This contributes to their strengthening core muscles. Children enthusiastically explore the well-planned outdoor space. They follow a track to cycle on and enjoy running up and down a mound. This helps children develop their coordination skills and spatial awareness. n Staff know children exceptionally well. They take into account the experiences

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need to do better?

children have at home and use these to build on what children know and understand. In addition, children's emotional well-being is well supported by the receptive staff. For example, they encourage children to seek comfort from 'huggable heroes' when they are feeling upset or insecure.

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need to do better?

14 January 2025 n Parents speak very highly of the relationships that staff build with their children. They value the input staff have about their child's needs and can see the impact of learning at home. Staff help parents to understand how their children learn by providing events, such as a 'maths café.' This helps to provide continuity of learning for children. n Children with special educational needs and/or disabilities make good progress. Staff work closely with professionals and outside agencies to help ensure the strategies used to provide care and education are suited to children's individual needs. Regular conversations with parents helps to make sure there is a consistent approach to the way in which children are supported at home and in the centre. This contributes to children feeling safe and secure in the centre. n There is a good balance between adult-led and children's self-selected play and

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need to do better?

learning. Staff are receptive to children's inquisitive minds and join in activities to help extend children's learning. Providers have high expectations of both children and staff, contributing to an engaging environment. n Experienced members of staff model outstanding teaching for other less- experienced staff. Managers further facilitate professional development to help support staff in their roles. However, providers do not always make the best use of an even wider variety of inspirational professional development opportunities to help ensure all staff recognise and deliver the highest quality of education for every child.

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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 find even more dynamic and inspirational professional development opportunities to help staff recognise and deliver consistently outstanding teaching so that all children make exceptional progress.

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Setting details

Unique reference number EY383623 Local authority Norfolk Inspection number 10379458 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 186 Number of children on roll 374 Name of registered person The Rainbow Centre (Marham)

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reference number

Telephone number 01760446161 Date of previous inspection 24 May 2019

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Information about this early years setting

The Rainbow Centre (Marham) registered in 2009. The centre employs 47 members of childcare staff. Of these, 38 hold appropriate early years qualifications at level 3 or above. The manager holds early years professional status. The centre opens Monday to Friday, from 7am until 6pm, all year round. It provides funded early education for eligible children.

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Inspection activities

n The inspectors went on a tour of the centre with the manager. They joined learning walks with room leaders and found out about the curriculum. n The inspectors observed activities in the centre and garden. They spoke to staff, trustees and children at appropriate times throughout the inspection. n The inspectors viewed a range of documents including the evidence of the suitability of staff, accident and incident records and planning. n The manager attended a meeting with the inspectors. n Joint observations were carried out with an inspector and staff. n Parents spoke to the inspectors and shared their views of the centre. The inspectors took this into consideration in their evaluation of the centre.

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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

14 January 2025 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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