Rainbow Stars Day Nursery

Inspection of Rainbow Stars Day Nursery 1a Headcorn Road, Thornton Heath CR7 6JR

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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 confidently leave their parents as they settle into their chosen play. Staff gather information from parents, such as any additional languages children speak at home. This helps the multilingual staff team to plan individual settling-in sessions that are unique to the needs of the children. If children become a little upset, staff speak to children in their home languages. This helps children feel safe and secure.

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The provision is good

Overall, leaders and staff plan an ambitious curriculum to support children's development. For instance, staff skilfully play alongside children as they confidently initiate their own ideas and express their imagination through role play, such as pretending to be doctors. Staff use these opportunities to help children broaden their vocabulary. They promote children's language skills well through daily singing and storytelling. Furthermore, staff use visual prompts to help children learn about their emotions. This helps children develop their understanding of how they may feel and others around them.

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The provision is good

Staff have high expectations of children's behaviour. They provide children with meaningful praise, which helps to foster kindness and helpful behaviours. As such, children learn to share and take turns with the resources as they play.

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need to do better?

n Staff know the children and their families well. The key-person system is well embedded to help ensure that children receive the care, comfort and attention that they may require. Staff respond sensitively to children's individual care needs and provide cuddles and reassurance as children settle into the nursery. n Leaders of this nursery are passionate about providing an inclusive setting for all. Overall, staff create an ambitious curriculum that supports children's curiosity and independence. Mostly, staff have a good understanding of what it is they want children to learn and how to plan activities based around these intentions. However, some activities are not implemented well enough to build on what younger children already know and can do. This means that some children lose interest and leave activities too quickly, and they do not always benefit from the intended learning. n Staff support children to develop their independence through daily routines, such

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need to do better?

as tidying away their toys before mealtimes and pouring their own drinks. This helps children to become confident in their own abilities and helps them develop their independence. n Mostly, children listen to staff well and follow instructions. For example, children take turns as they wash their hands for snack time. However, at times, the organisation of these routines, such as small-group times, interrupt children's

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need to do better?

15 September 2025 play and distract them from their learning. n Children with special educational needs and/or disabilities receive targeted support. Staff work with other professionals to support children's development. For instance, they implement plans to help improve children's speech and language. Furthermore, staff provide good levels of support to children who speak English as an additional language. This helps all children make good progress from their starting points. n Partnerships with parents are good. Staff regularly communicate with parents so they can continue their children's learning at home. Parents report that they are extremely pleased with the help given to them and their children. They particularly value how any additional support needed is sought as soon as possible. Staff communicate effectively with parents to best meet children's needs. n Leaders place high priority on supporting staff's well-being. For instance, they

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need to do better?

review staff workloads regularly and provide time for staff who are training to complete their childcare qualifications. Staff state they are supported extremely well by the leadership team in their everyday practice. This helps staff to feel secure and confident in their roles. n Leaders target training to support staff development. For example, staff have recently completed training on supporting children's communication and language. This helps staff consider strategies to develop children's language skills. As such, staff ensure that inventions are implemented, while children await support from other professionals.

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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 what they intend children to learn more precisely during planned activities, so that younger children remain engaged and focused n review the organisation of routines to minimise interruptions to children's play and learning.

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Setting details

Unique reference number 2729987 Local authority Croydon Inspection number 10399257 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 25 Number of children on roll 52 Name of registered person Rainbow Stars Day Nursery Limited

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reference number

Telephone number 07368429780 Date of previous inspection Not applicable

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Information about this early years setting

Rainbow Stars Day Nursery registered in 2023. It is located in Croydon, Surrey. The nursery is open each weekday from 8am to 6pm, all year round. It employs five members of childcare staff, all of whom hold relevant early years qualifications at level 2 and above. The nursery provides government funded early education for eligible children.

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Inspection activities

n The inspector and leaders completed a learning walk in the nursery to gain an understanding of how the early years provision and the curriculum are organised. n The inspector observed activities, indoors and outdoors, and conducted a joint observation with leaders. n The inspector reviewed documents, including evidence of staff's suitability and training. n The inspector spoke with parents, staff and the children during the inspection to take their views into consideration.

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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 September 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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