Rainbow Friends Childcare

Rainbow Friends Childcare

Unique reference number (URN): 2713015 Address: 5, Drydock Square, Barking, IG11 7SQ Type: Childcare on non-domestic premises Registered with Ofsted: 15/03/2023 Registers: EYR, CCR, VCR Registered person: Easystart Services Limited

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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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Inclusion Strong standard

Leaders ensure that all children's individual needs are consistently met. Staff consistently embed ways to identify children's needs from the start. For example, they monitor what children can do and assess what support they may require. Staff constantly work closely with parents and carers to share and discuss children's learning and development needs and to support their learning at home. For instance, they offer parents home learning packs, so children can continue their learning at home.

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Inclusion Strong standard

Staff very successfully implement targeted activities, such as curiosity buckets and visual items, to help children to skilfully communicate and express their needs. Where necessary, staff complete referral forms for external agencies and invite specialists to observe children before formal referrals. They regularly encourage parents to bring their children in at the start of the day to ensure that they receive all the additional support they need, helping them to make steady progress in their learning.

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Inclusion Strong standard

Staff skilfully communicate with children at their level, maintaining strong eye contact to support their understanding. This helps to prepare children for their move to school. Leaders undertake additional training to support children who need extra help. They use additional funding effectively to purchase resources, such as books and learning packages for home learning. Staff also provide free meals to support children's care and wellbeing needs.

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Achievement Expected standard

Children develop well in their communication and language and are suitably prepared for their next stage of learning. For example, during mealtimes, babies' language development benefits from staff introducing vocabulary. As babies scoop a big spoonful of rice, staff count and name foods such as carrots, peas and chicken. This helps babies to build their vocabulary and confidence as staff repeat words, use simple mathematical language and offer positive praise, such as 'good waiting'. Older children and those who have special educational needs and/or disabilities benefit from small-group sessions where staff read stories and sing nursery rhymes. This helps their language development and their emotional and physical development. Children turn the pages and talk about pictures, such as night-time scenes. They learn to share and take turns, receiving praise for 'good sitting'. Children join in with singing songs such as 'Five

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Achievement Expected standard

Little Ducks'. They learn to describe characters, using vocabulary such as a 'black cat' and a 'white beard', and talk about the elf and Santa.

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Behaviour, attitudes and establishing routines Expected standard

Staff establish caring and trusting relationships with children and are effective role models. Children commonly understand the expected behaviour and attitudes to their learning. They respond positively to staff's instructions. Children help each other during their play and learn to take responsibility for their environment. For example, they clear their plates at mealtimes and scrape leftover food into waste buckets. During circle time, staff reinforce golden rules and explore different feelings. This helps children's emotional wellbeing and supports them to learn to respect each other. Staff also remind parents about the importance of regular attendance so that children can make the most of their time at nursery.

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Behaviour, attitudes and establishing routines Expected standard

Babies form secure attachments with staff, and this is evident in their response to staff throughout the day. Babies smile and interact knowingly with staff, who are kind and gentle towards them. Staff quickly establish effective care practices to help children to settle smoothly. For example, young babies who are settling in and are a bit unsettled are observed laughing and joining in circle-time activities within hours of arriving. This swift change demonstrates that babies feel calm, settled and safe because of staff's kind and caring approach.

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Children's welfare and wellbeing Expected standard

Staff have established a key-person system that is generally understood by all staff to help all children to settle well and feel safe at the nursery. Staff meet children's care needs appropriately, including regular nappy changing and toilet routines, which helps to support children's understanding of independence and help them develop skills for the future. Children who struggle to follow daily routines are supported through the use of objects of reference, such as items related to toileting and mealtimes. This approach helps children to understand and express their needs, enabling them to follow routines that promote wellbeing. Staff teach children strategies to manage their emotions, particularly those who find it hard to communicate and express their emotions.

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Children's welfare and wellbeing Expected standard

Staff support children to know how to keep safe. For example, they encourage young babies to ride wheeled toys safely with support, before progressing to riding independently. Older children learn practical skills, such as pouring their own drinks and cutting food safely. Staff offer children healthy and nutritious home-cooked meals. They talk to them about the importance of eating well, reinforcing messages about health and wellbeing. This supports children's future development. Staff promote differences at the nursery. For example, children learn about the wider world through exploring celebrations from different cultures.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the curriculum and provide a well-designed learning environment indoors and outdoors. Staff carry out assessments of children's starting points. There is a clear plan around children's interests and developmental levels to ensure that their learning is meaningful and engaging. For example, younger children learn through observation and helping staff to pour water into large floor trays and filling them up, learning about quantity and weight. They develop sequencing skills by learning the steps needed to put on their wellington boots independently before stamping and splashing in trays filled with water and leaves. This helps to build children's independence, physical development, social skills and curiosity.

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Curriculum and teaching Expected standard

Staff talk to children as they learn, discussing seasonal changes such as how leaves have fallen from the trees, the fact the sun is shining and that it feels cold and there is a need to wear coats. These conversations help to build children's vocabulary and understanding of the world. Children help each other during these activities, which supports the development of secure friendships and social skills. Staff take effective action to support children who need additional help expressing themselves. For example, during singing activities, staff introduce musical instruments to engage children and extend their learning, ensuring that all children can take part in, enjoy and progress in their learning.

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Leadership and governance Needs attention

Leaders have not implemented effective induction procedures for all staff. Consequently, some staff lack a clear understanding of their roles and responsibilities, which compromises the consistency of practice and does not fully ensure children's wellbeing. However, leaders have a secure understanding of their strengths and areas for improvement. Since the last inspection, they have addressed previous actions appropriately and continue to drive improvement.

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Leadership and governance Needs attention

Leaders know how to support all children, including those who need additional help, to make secure progress in their learning. They have clear plans for future professional development to strengthen teaching strategies and improve outcomes for children. Some staff are undertaking childcare qualifications to become qualified in childcare, demonstrating a commitment to continuous improvement. Staff work appropriately with parents and carers, who speak highly of the team and the quality of care and education their children receive. Parents receive regular updates via an app and daily chats with staff. They are invited to attend meetings to discuss their child's progress and next steps.

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Leadership and governance Needs attention

Leaders work well with external agencies to ensure that parents access the support they are entitled to. Staff receive appropriate support to manage their workloads. For example, leaders are included in ratios and provide on-the-spot coaching to improve care practices. Leaders work closely with early years professionals in the local authority to assess and take steps to improve the care and education children receive. This helps staff to meet the needs of all children.

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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

Children are happy, secure and safe in this nursery. They generally achieve well according to their age and stage of development. All children are suitably prepared for their next stage of learning. Staff provide well-planned and age-appropriate learning experiences. For example, younger babies enjoy holding bubble machines and blowing bubbles, watching in awe as these float into the sky. This helps to build their confidence and independence. Older children benefit from small-group sessions, where they listen to stories and sing nursery rhymes. Staff observe and assess children's starting points in learning to ensure that there are no barriers to learning. They follow children's interests and adapt the curriculum to encourage children to take part. For example, staff place cars in different areas of the learning space to entice children who find it difficult to join in play but who will join in if they

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

All children thrive because staff build secure and comforting relationships that help them, and they feel a sense of belonging. Staff support children who struggle to express their emotions or understand the boundaries for their behaviour using strategies such as objects of reference to aid communication. Parents and carers are included in all decision-making about their child's development, with staff signposting families to external agencies for additional support. Staff also promote the importance of timekeeping and attendance, reminding parents that arriving early ensures that children benefit from the full day's learning. However, induction arrangements do not consistently ensure that all staff fully understand their roles and responsibilities. For example, some staff do not understand the safeguarding policy well enough. As a result, some staff do not follow the setting's policies and procedures effectively, which could compromise children's wellbeing.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following action by the assigned date:

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receive information in a timely manner,

so they can act more promptly. 17/12/2025

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About this inspection

The inspector spoke with leaders, children, practitioners and parents and carers 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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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Easystart Services Limited

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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