Rainbow Nursery

Rainbow Nursery

Unique reference number (URN): 144636 Address: 22-26 Nevill Road, Yorkshire Grove Estate, Stoke Newington, London, N16 8SP Type: Childcare on non-domestic premises Registered with Ofsted: 15/09/1998 Registers: EYR, CCR, VCR Registered person: Rainbow Community Nursery

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children progress through the curriculum, particularly in communication and language, because they engage in frequent opportunities for conversation, storytelling and vocabulary development. Children express their ideas clearly, listen attentively and engage in meaningful dialogue. Disadvantaged children and children with special educational needs and/or disabilities take part in clear and targeted interventions, which enable them to make secure progress from their starting points.

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Achievement Strong standard

Children develop independence, confidence and early learning skills that prepare them effectively for the next stage of their development. Older children gain early literacy, numeracy and social skills that equip them for school, while younger children build the foundations to continue learning with enthusiasm and resilience. Children develop curiosity, perseverance and problem-solving skills. This helps children to approach future learning with confidence and readiness.

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Behaviour, attitudes and establishing routines Strong standard

Leaders foster a positive environment. They set clear and consistent expectations for behaviour that all children and staff understand. They cultivate a culture of kindness, care and respect that shapes every interaction. Staff build trusting relationships with children, helping them to feel safe, valued and confident to explore. They model positive behaviour and apply the setting's behaviour policies consistently. This supports children to collaborate, share and work well with others.

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Behaviour, attitudes and establishing routines Strong standard

Leaders emphasise punctuality and attendance. They work actively with families to ensure that children benefit fully from all learning opportunities. Staff consider each child's age, stage of development and individual circumstances when helping them maintain expectations. For example, staff give children clear instructions so that they know what is happening now and next. As a result, children feel secure and their behaviour and attitudes are excellent. Staff adapt routines, strategies and learning for children with special educational needs and/or disabilities so that every child can participate fully and feel included. As a result, children demonstrate positive behaviour, show respect for others and engage enthusiastically in learning. Children approach tasks with resilience, enjoy forming friendships and demonstrate attitudes and behaviour that prepare them effectively for their next stage of learning.

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Children's welfare and wellbeing Strong standard

Leaders and staff provide highly effective care practices that meet children's individual needs. Key persons build responsive relationships with each child, including babies. This ensures very effective attachments that support children's emotional security. Staff know children well, adapting routines such as sleeping and feeding to reflect each child's preferences and needs. For example, babies settle quickly when familiar staff follow consistent routines, promoting confidence and wellbeing. Children develop a clear understanding of their physical development and personal safety. Babies explore movement safely, receiving support to stand, crawl and reach for objects. Older children enjoy outdoor play, negotiating space and using equipment safely.

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Children's welfare and wellbeing Strong standard

Staff model healthy habits and support children's awareness of hygiene and wellbeing through everyday routines and discussions. They encourage children to recognise, express and manage their emotions. For instance, during self-registration, children match their names to photos depicting simple emotions, supporting recognition and communication of feelings. Children learn to become independent in managing their own needs. They hang up their own coats and self-register when they arrive. At lunchtime, children clear away their own plates and cutlery, carefully scraping off any leftover food. These independence skills prepare children well for their next steps, such as starting school.

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Inclusion Strong standard

Leaders have established a highly inclusive culture where staff understand and respond to each child's individual needs. Staff identify children's needs through careful observation, assessment and purposeful discussions with families. This enables staff to provide targeted support from the earliest opportunity. Leaders and staff remove obstacles and adapt learning so all children achieve well.

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Inclusion Strong standard

Leaders reduce barriers to learning and wellbeing by implementing strategic support and making considered modifications to the environment and daily routines. For example, staff use signing and visual prompts throughout the day to help children to understand routines and anticipate what comes next, ensuring that all children can participate fully. Staff tailor interactions and activities to meet children's individual needs. Leaders monitor children's progress closely, evaluating the impact of support and refining interventions as necessary.

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Inclusion Strong standard

Staff receive regular training to strengthen their skills and knowledge. For instance, baby massage training has improved staff's understanding of sensory processing, boosting confidence in identifying needs and adapting provision. Leaders work closely with families and health professionals to coordinate support and enhance children's experiences. They also allocate funding, including the early years pupil premium, thoughtfully to reduce disadvantage and improve outcomes. Children known or previously known to social care

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Expected standard

receive sustained, coordinated support, enabling progress and full participation in all aspects of nursery life.

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Leadership and governance Strong standard

Leaders are passionate, committed and role-model positive practice. They ensure an ambitious curriculum is provided to ensure that all children consistently receive varied learning opportunities. Subsequently, all children achieve well and develop skills to support the next stage in their learning. Leaders carefully consider how to spend any additional funding to support the health and education of children, including those who may be disadvantaged.

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Leadership and governance Strong standard

The staff team works closely together and shares responsibilities. Leaders support staff's wellbeing through open communication and regular check-ins. Staff feel well supported and confident to seek guidance when needed. They undertake training and professional development. For example, this includes identifying specific training that supports the individual needs of children. Parents and carers speak positively about the nursery and the care provided. They like the inclusiveness of the nursery and find that staff are friendly and caring. Parents like the opportunities that children have to go on outings within the community. They value the guidance they receive from staff to help support children's progress at home, such as with toilet training. Staff are also proactive in helping parents develop their own skills, such as learning about how to manage children's emotions and feelings.

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Curriculum and teaching Expected standard

Leaders design an ambitious curriculum. Communication and language is a key priority. Staff plan purposeful activities to extend children's vocabulary and understanding. For example, babies explore photos of their families, naming people and objects, while older children enjoy stories where staff highlight words and encourage discussion. Babies develop physical skills as staff nurture them to stand, crawl and move confidently. Older children enjoy outdoor play, negotiating space safely while interacting with friends.

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Curriculum and teaching Expected standard

Overall, children enjoy a wealth of activities to support their learning. Children practise mark making, proudly sharing their work and receiving praise for their unique creations. Older children enjoy forming letters of their names in coloured sand, linking learning to their interests. However, on occasion , staff working with younger children do not consistently adapt the curriculum to engage children fully in their learning.

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Curriculum and teaching Expected standard

Staff know children well and adapt teaching to meet the needs of disadvantaged children, those with special educational needs and/or disabilities, and those known or previously known to social care. They use assessment to tailor activities to children's starting points and provide targeted support. As a result, children engage confidently, make progress and develop the skills needed for future learning.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Staff and leaders create a warm and welcoming atmosphere at this home-from-home nursery. Children, parents and carers are greeted with smiles and friendly conversation at the door in the morning. They wave goodbye to their parents and confidently make their way into the nursery, keen to start their day. This shows that children are relaxed and happy in the nursery. Children experience a warm, inclusive and thoughtfully organised environment where they feel safe, secure and valued. Staff take time to understand each child's background, interests and starting point. This helps children to settle quickly and explore the environment with confidence. Calm routines and responsive interactions support children's emotional security and wellbeing, so they feel cared for and ready to learn.

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What it's like to be a child at this setting

Children enjoy an ambitious and broad curriculum that meets their individual needs. Babies explore sensory opportunities, developing hand-eye coordination as they manipulate familiar toys, feel different textures and investigate objects with curiosity. Older children enjoy mathematical exploration, developing awareness of numbers and shapes and applying these in spontaneous play. They count objects, match shapes and solve simple problems. Staff respond promptly to support children with special educational needs and/or disabilities and those known (or previously known) to social care, providing targeted guidance to help them to make steady progress from their starting points.

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What it's like to be a child at this setting

Children grow in independence and confidence as they make choices, manage routines and take on responsibilities, such as lunchtime helper. They play cooperatively, take turns and show kindness. Staff include every child fully, celebrate successes and work closely with families to enrich children's learning at home. For example, staff share books and activities that encourage children's listening, language and problem-solving skills. Attendance is actively promoted, and staff respond quickly if concerns arise. By recognising each child's uniqueness and responding quickly to their needs, staff ensure that children feel safe, confident and fully supported.

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Next steps

Leaders should support staff working with younger children to plan activities that support children to build on what they know and can already do even further.

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About this inspection

The inspector spoke with leaders, staff, children, parents and the special educational needs and disabilities coordinator during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

22-26 Nevill Road Yorkshire Grove Estate Stoke Newington London N16 8SP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Rainbow Community Nursery

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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