Rainbow Club

Inspection of Rainbow Club Lionel Primary School, Lionel Road North, Brentford, Middlesex TW8 9QT

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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

Children are happy and settled. They receive hugs and a warm welcome on arrival and separate with ease from their parents and carers. As soon as they arrive at the setting, children put their coats away independently and quickly become engrossed in activities of their choice. They show concentration as they explore and manipulate play dough to make shapes and persevere as they practise cutting and holding scissors correctly.

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The provision is good

The setting is well resourced, and the staff plan the curriculum around children's interests and needs. This supports children to develop a love for learning and helps them to make progress. Staff link the curriculum to the seasons so that they can provide children with tangible and first-hand experiences to understand the world around them.

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The provision is good

Children behave well and show good manners. Staff have high expectations for children's behaviour and apply rules consistently and fairly. They praise children's efforts and achievements. This supports children to build their self-esteem. Staff help children to understand and express their emotions using visual aids. This helps children to develop a sense of self. Staff support children to learn about the wider world through festivals and by celebrating cultural events. Children enjoy exploring objects from other cultures, such as castanets.

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need to do better?

n Staff know the children well. They use observations and assessments to plan children's next steps in learning. Staff work with health visitors and other professionals to identify any support that children and families may need. They use additional funding well to provide extra resources and training to support children further. All children make good progress from their starting points. n The setting has developed an outdoor environment that supports all areas of learning. Children have the opportunity to read in a cosy area and to explore sounds as they play musical instruments. They enjoy making marks on the path. Children are supported effectively in their learning. n Communication and language skills are supported well. Staff use descriptive language and ask questions to extend children's learning and ignite their curiosity. Children have opportunities to join in purposeful conversations during

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need to do better?

play. For example, they talk competently with staff about what a plant needs to grow. Children enjoy participating in storytelling and listen attentively to stories. They enthusiastically choose songs and rhymes to sing together. n Overall, staff promote healthy lifestyles. They plan cooking activities and make sure children access fresh air and energetic play daily. However, staff do not always make the most of opportunities to extend children's awareness of the

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need to do better?

29 April 2025 benefits of making healthy food choices. n Children behave well. They tidy away resources and quickly line up to wash their hands when requested. They demonstrate they know the routine well and anticipate what will happen next in their day. Staff encourage children to share and be respectful with each other. Children wait patiently to take their turn to 'fish' from the water tray and explain to their peers why they cannot play with a certain toy yet. n Children show good physical skills and coordination. They competently play with balance boards and 'sidewalk' on beams. Children enjoy climbing apparatus and pedalling ride-on vehicles. n Staff incorporate mathematical concepts into children's play and routines. Children show good mathematical skills. They readily count the blocks used to build their towers and recognise familiar numerals. They use mathematical language to talk about shapes and size.

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need to do better?

n Parents are delighted with the progress their children make at the setting. They appreciate the individual attention their children receive from the warm and dedicated staff. Parents comment that they feel 'grateful' and 'very lucky to have a place here'. Staff share ideas with parents of activities to do at home with their children. This ensures continuity of learning. n Leaders reflect on the provision offered. They provide professional development opportunities and support staff in their roles. Staff say that they like working at the setting and feel valued as part of a 'dream team'. This teamwork ensures that staff share the same vision and expectations for children at the setting. n The provider failed to notify Ofsted of a significant change within the required timescale, which is a legal requirement. However, there was no impact on children's safety and welfare, or learning and development, as a result of this

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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 help children to learn about the benefits of eating healthy foods to further promote their ability to make healthy food choices.

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Setting details

Unique reference number EY307749 Local authority Hounslow Inspection number 10375950 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 21 Number of children on roll 33 Name of registered person Lionel Primary School Governing Body

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reference number

Telephone number 0208 560 5323 Date of previous inspection 10 May 2019

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Information about this early years setting

Rainbow Club registered in 2005 and is run by the governing body of Lionel Primary School. It is located in Brentford, Middlesex. It operates from 8.45am to 3.30pm from Monday to Friday, during term time. The setting provides funded early education for two- and three-year-old children. There are three members of childcare staff, who hold appropriate early years qualifications ranging from level 1 to level 3. The headteacher of the school oversees the management of the setting.

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Inspection activities

n The manager and the inspector completed a learning walk of the setting and discussed the early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n The inspector talked to staff and the children at appropriate times during the inspection and took account of their views. n The children spoke to the inspector about what they enjoy doing while at the setting. n The inspector spoke with the nominated individual and manager about the leadership and management of the setting. n Parents shared their views on the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff.

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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

29 April 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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