Rainbow Nursery School - Holy Trinity

Inspection of Rainbow Nursery School - Holy Trinity Holy Trinity Church Centre, Sheen Park, Richmond, Surrey TW9 1UP

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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

Staff show passion for ensuring children feel emotionally secure at nursery. They work closely with children and their families so that children are happy and settled in this home-from-home environment. Staff know children well and quickly adapt activities to ensure they meet the needs of individual learners and maintain their interest and excitement in their chosen play. The experienced staff plan a varied curriculum for children, and their thorough assessments ensure children are ready for their next stage in learning, including starting school.

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The provision is good

Children behave well and staff talk to them calmly and gently when reminding them of behaviour expectations. Staff praise children for good sitting, waiting and turn taking. Children help to set the table for snack time and show respect for each other as they thank their friends as they share the different foods

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The provision is good

Children are supported well as they embark on their journey towards reading. They take age-appropriate reading books home to share with their families and learn individual letter sounds in a fun and engaging way. For example, children enjoy explaining why they have brought different objects in from home for the 's' sound tray at nursery. Children learn the new vocabulary of sushi, soft, squishy and square as they describe the different objects.

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need to do better?

n Staff support children well to develop their small-muscle skills in preparation for writing. Children enjoy manipulating play dough with cutters, filling and emptying different sized pots with sand, mark-making with chalks and using magnetic pencils to navigate beads around a puzzle board. Children are further supported by staff during snack time as they learn to use knives to spread butter on bread and to chop and peel different fruits. n Staff use effective strategies to teach children about the importance of sharing and turn taking. They use sand timers and offer children high praise as they wait their turn when playing board games with their friends. Children follow instructions given by staff for good sitting and listening during whole-group-time sessions. n Children enjoy the many opportunities on offer for being imaginative. Staff support them to keep their play going as they role play being a doctor, dressing

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need to do better?

up and using a stethoscope. In addition, children enjoy acting out making delicious food in the outside kitchen area. Although staff do model new vocabulary during these times, opportunities to extend and challenge children within the area of communication and language in other activities are sometimes missed. This is particularly evident when supporting children to describe the different textures during messy play activities and when exploring and naming

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need to do better?

19 September 2025 the different minibeasts when examining them with magnifying glasses. n The regular daily music sessions on offer give children opportunities to be expressive and learn a range of familiar songs. Children join in by clapping, wiggling and jumping as they pretend to be 'jelly on a plate'. They enjoy tapping tambourines and shaking shakers fast and slow in time to the music. n Children are supported to be physically active as they free flow into the outside garden. They are challenged to climb and slide down slides, kick small balls and build tracks to support them to practise their balancing. n Despite the high adult-to-child ratio, staff are not always consistently clear on how best to deploy themselves effectively to ensure all children are getting the most from the planned learning opportunities on offer. For example, on occasion, there are times when more than one adult is supporting a small number of

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need to do better?

children when they would be better placed elsewhere. n Leaders show passion for continuous improvement. Staff are given regular supervision meetings and have opportunities for further professional training during inset days, morning meetings and online training. The nursery makes effective use of a range of external agencies to ensure all children, including those with special educational needs and/or disabilities, achieve the best possible outcomes. n Parents are extremely happy with the level of care and nurture the staff offer their children. They are welcomed into nursery regularly to see what activities are on offer and to discuss how their children are progressing. They enjoy seeing their children's individual learning journeys termly and seeing how their children's work is celebrated by the nursery.

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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 ensure staff are consistently introducing children to new vocabulary to support them further within the area of communication and language n ensure adults are always appropriately deployed so children always get the most from the planned learning opportunities on offer.

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Setting details

Unique reference number EY545817 Local authority Richmond Upon Thames Inspection number 10399036 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 7 Name of registered person Rainbow Nursery Schools Ltd

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reference number

Telephone number 07774725472 Date of previous inspection 18 November 2019

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Information about this early years setting

Rainbow Nursery School - Holy Trinity registered in 2017 and operates from a church building in the London Borough of Richmond. It is one of three independent nurseries owned by the provider. The nursery is open from 9am to 1pm, during term time only. The manager holds a teaching qualification. Five members of staff hold early years qualifications at level 3 and two hold qualifications at level 2. The nursery is in receipt of funding for three- and four-year-old children.

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Inspection activities

n The manager and inspector completed a learning walk to discuss what staff want children to learn. n Staff and children spoke to the inspector during the inspection. n The inspector carried out general observations of children and staff interacting. n The inspector and manager carried out a joint observation of an activity. n The inspector spoke to a range of parents to seek their views on the nursery. n The inspector engaged in a leadership meeting with the manager. n The inspector looked at a range of relevant documents. n The inspector tracked the experiences of a range of children at 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

19 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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