Rainbows Village Preschool Ltd

Inspection of Rainbows Village Preschool Ltd Village Hall, Short Road, Fair Oak, Hampshire SO50 7EJ

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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

Staff are genuinely happy as they greet children when they arrive. This helps children to feel welcome, and they quickly immerse themselves in play and their chosen activity. The relationships between children and staff reflect a respectful and positive culture in the setting. The key-person system in place is effective and staff display in-depth knowledge of each child. This helps them to extend their learning and to effectively carry out their care routines. Children demonstrate a sense of trust in those that care for them and have positive attitudes towards learning. Their personal, social and emotional development are supported well.

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The provision is good

Children relish being in the outdoor environment and run around freely with confidence and delight. Staff plan activities around children's curiosities, interests and desires. For instance, staff support children as they explore the newly developed construction area outside. They gently guide children as they carefully place foam bricks on top of one another with the purpose of building tall towers. Children laugh and clap their hands as the towers wobble and fall to the floor. Staff encourage them to persevere and try again. Children are developing good physical development skills as they crouch, balance and stretch their bodies. They learn to keep on trying and persist when challenges occur.

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need to do better?

n Leadership and management are effective. Managers are passionate, committed and evaluate their provision well. They have a good understanding of the setting's strengths and areas where their focus is most needed. This supports continual improvement. Staff are well supported by managers that want them to grow and develop within the company. Managers offer staff opportunities to enhance their professional development through regular training that is bespoke to the setting. Children benefit from the skills that staff obtain and make good progress in all areas of development. n The curriculum is sequenced well to help all children build on their skills in-line with their age and abilities. Managers and staff consider children's starting points and design the curriculum accordingly. They place a focus on school readiness and work with local schools to help prepare older children for their next stage of

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need to do better?

learning. For instance, children are supported to sit, listen and engage for extended periods of time, which helps them develop their concentration skills. n Children with special educational needs and/or disabilities (SEND) receive tailored support to help them progress alongside their friends. Managers and staff adapt the environment and activities to ensure all children can access learning at their level. They work with parents and seek guidance from professionals, who offer support to shape individualised plans. Children with SEND benefit from the same opportunities as their friends.

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need to do better?

9 May 2025 n On the whole, staff are good role models and help children to understand the rules and boundaries in place. For instance, children are encouraged to help tidy toys away, use good manners and be kind to one another. However, at times, staff do not always communicate consistent messages to children regarding rules and behavioural expectations. As a result, the information children receive can lead to some confusion. On these occasions, children are not fully supported to learn right from wrong. n Managers and staff recognise the importance of ensuring children have access to a wide range of books. Children enjoy being read to by enthusiastic staff and will look at books independently. They handle them with care and respect as they explore the text and visuals. With daily opportunities to listen to stories, children improve their communication and language and early literacy skills. n Generally, parent partnerships are effective. Managers and staff value parent

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need to do better?

opinions and work hard at developing strong relationships. Although there is open communication through daily verbal discussions and online applications, information about individualised learning is not always made clear. This means not all parents are fully aware of how they can support learning at home to ensure consistency. Despite this, parents are extremely complimentary about the care and education that their children receive. n Staff support children to become independent in their personal hygiene practices. Children are developing strong foundations for leading healthy lifestyles. For instance, staff talk to children about eating healthy foods, and they learn the importance of good oral hygiene. Children are becoming increasingly confident in their self-care skills as they learn to do things 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 support staff to implement consistent expectations for children so they increasingly learn to follow rules and boundaries n strengthen information sharing with parents to effectively communicate children's individualised learning goals.

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Setting details

Unique reference number 2805572 Local authority Hampshire Inspection number 10394296 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 30 Number of children on roll 45 Name of registered person Rainbows Pre-School Limited

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reference number

Telephone number 07861150879 Date of previous inspection Not applicable

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Information about this early years setting

Rainbows Village Preschool Ltd registered in 2024 and operates from a village hall in Fair Oak, Hampshire. The pre-school is open Monday 8.30am until 12.15pm and Tuesday to Friday, 8.30am until 3pm, term time only. There are 11 members of staff. One member of staff holds a qualification at level 5, and five members of staff hold a relevant childcare qualification at level 3. The pre-school provides government funded early years places.

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Inspection activities

n The nominated individual joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. 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 Children spoke to the inspector about what they enjoy doing while at the setting. n Staff spoke to the inspector about how they support children with SEND. n The inspector spoke to several parents during the inspection and took account of their views.

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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 May 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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