Rainbow Day Nursery Forest School

Bromley

Unique reference number (URN): 2736522 Address: Bromley Town Cricket Club, Hayes Lane, Bromley, BR2 9EF Type: Childcare on non-domestic premises Registered with Ofsted: 21/07/2023 Registers: EYR Registered person: Rainbow Day Nursery (Bromley) 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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Achievement Strong standard

Leaders consistently monitor children's progress from their starting points to make sure every child is on track to achieve extremely well. Staff diligently focus on individual next steps, and children with special educational needs and/or disabilities benefit from tailored support. This helps to narrow any learning gaps quickly and ensure that children are high achievers.

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Achievement Strong standard

Children are well prepared for the next stage in their education. Communication and language is a golden thread running through the curriculum where children are confident speakers. Children express their views and opinions and listen to others with respect. They are highly independent, resilient and negotiate solutions such as minor conflicts with ease. Children develop firm skills for when moving on to school.

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Behaviour, attitudes and establishing routines Strong standard

Children have developed a secure understanding of why rules are in place. They articulate that 'rainbow ribbon boundaries' help to keep them safe, so that adults can see them in the forest. Children confidently reiterate emergency procedures and show high levels of respect as they take turns to speak and listen with intent. Staff are clear and consistent with their expectations for children, who behave extremely well. They display increasingly respectful attitudes, supporting them to make positive choices in the future. Staff ensure they monitor and promote children's attendance and punctuality with parents. This helps to further embed routines and ensure that children can access a broad and balanced curriculum.

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Behaviour, attitudes and establishing routines Strong standard

Children, including those with special educational needs and/or disabilities, over time have developed useful strategies to regulate their behaviour. The spaces and culture created by leaders encourage children to take reflection time which supports their overall wellbeing. Children actively demonstrate kind attitudes, by sharing with their friends and using good manners. They show close, warm attachments with their key person and all staff across the nursery. This contributes to a harmonious environment where children feel safe and develop a positive attitude to learning.

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Curriculum and teaching Strong standard

Leaders have established a curriculum where teaching is thoughtful and ambitious. They use clear self-evaluation to monitor the delivery of the curriculum to ensure continuous improvement. Staff ensure they respond to children's developing interests daily and adapt planning to meet their needs. All children are given a high level of challenge across the curriculum, and the sequence of teaching is seamless. Staff ensure they reinforce children's prior learning to consolidate knowledge. For example, while children use a palm drill on conkers, they recall how to use it safely and use fine motor skills to thread.

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Curriculum and teaching Strong standard

Mathematics is interwoven through activities for all children, including those with special educational needs and/or disabilities. Children test theories for sinking and floating during a highly engaged mud session. They count toy ducks, exploring cause and effect as they push them down a slope. Staff prioritise communication and language, they introduce new words and narrate children's play. The environment nurtures rich language, children read and listen with enthusiasm to a range of diverse books outside. Staff consistently praise children as they answer questions about stories, further enhancing their confidence in speaking.

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Curriculum and teaching Strong standard

Children are taught about sustainability through eco-friendly activities, such as using compost bins, recycling and collecting water from the stream. They grow their own fruit and vegetables to cook and make their own jam. This helps children respect the environment and develop an eco-conscious attitude.

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Inclusion Strong standard

Leaders are proactive and passionate about providing an inclusive environment where every child, especially those with special educational needs and/or disabilities (SEND), succeed. They reduce any barriers to learning by identifying emerging needs early and work closely with parents to put support in place. Leaders apply higher staff ratios across the provision so children can receive focus on their individual needs. Children with SEND show high engagement as they paint and engage in water play alongside their peers.

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Inclusion Strong standard

Leaders work closely with external professionals to create highly effective target plans for children. They use special interest toys from home alongside children's interests to further support learning. Staff continuously review the impact of strategies and refine them to ensure children make rapid progress.

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Inclusion Strong standard

Staff consistently and actively teach emotional regulation with all children. This is highly successful for children with any emerging needs. Staff use a range of tools to help children express how they are feeling, including the use of signing. This results in all children confidently communicating when they may be feeling frustrated or upset and how they can help themselves feel better. Children show emotional awareness, which contributes to a calm learning environment and promotes solid tools for later life.

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Leadership and governance Strong standard

Leaders are passionate, experienced and highly skilled. They have a forward-thinking approach to their priorities for continuous improvement. They inspire their team and organise appropriate training and feedback. Leaders recognise and value their staff and use their own expertise to support staff professional development.

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Leadership and governance Strong standard

Leaders actively engage with professionals swiftly to ensure that children with special educational needs and/or disabilities (SEND) receive the support they need to thrive. They work closely with a learning disability charity employing staff, further highlighting the commitment leaders have to providing an inclusive provision.

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Leadership and governance Strong standard

Leaders actively engage with families and partnerships extend beyond excellent communication. Parents speak exceptionally highly about staff, the education their children receive and the progress they are making. This includes the fantastic support that is in place for children with SEND.

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Leadership and governance Strong standard

Leaders are proactive in promoting a culture where everyone is celebrated. They provide opportunities for parents to be involved and are active within the local community. This further supports children to develop a growing sense of the wider world.

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Children's welfare and wellbeing Expected standard

The forest environment enables children to thrive in physical activity and benefit from fresh air throughout the day. This helps set children's health on a positive path. Staff encourage children to engage in healthy practices such as washing their hands and, overall, provide a healthy balanced menu. Staff role model well. They support children to recognise and express how they are feeling through discussions. This helps equip children with essential skills to manage their own wellbeing.

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Children's welfare and wellbeing Expected standard

Generally, children are supported well to develop healthy lifestyle choices. At snack time, children choose from a range of healthy foods. However, there is further opportunity to offer children independent choices and help them understand the benefits of certain foods they eat through further discussion.

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Children's welfare and wellbeing Expected standard

Children's care practices are supported well. The individual needs of children with special educational needs and/or disabilities are thoughtfully considered as they experience an inclusive routine. Children independently use the well-designed outdoor toilets, and children who rest enjoy the benefits of sleeping outside in a teepee. Staff have carefully considered the safety of children, completing thorough checks in the environment to ensure that children can be fully immersed in the forest experience.

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

Children arrive with enthusiasm as they join a bustling, yet peaceful, forest environment. Leaders have created an oasis surrounded by tall trees and quiet spaces including a stream that offers a sense of tranquillity. This gives children a space to reflect and supports regulation. Children with special educational needs and or/disabilities (SEND) benefit from a thoughtfully designed area that is shared by all. Children thrive in physical adventure as they explore nature-rich spaces that invite children to climb, balance and negotiate the uneven terrain of the forest.

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

Children relish in rich imaginative play using scented play dough to make cakes and pies. They develop core muscles using mixing and rolling utensils, as they fill trays and pans to put in the oven. The forest environment naturally invites conversation as children describe and correctly name trees. They use expressive language as they remember and share recent holiday experiences while noticing planes flying past.

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

Positive relationships are forged with nurturing adults who know children extremely well. Those children with SEND and emerging needs have made especially strong bonds, which support them to flourish. Children display trust and confidence in adults as they share achievements and show pride as they point out birds they can see. Adults skilfully listen and extend learning with age-appropriate tasks. They encourage children to use their hand binoculars and read a bird poster to discover more.

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

Children have a solid understanding of rules that keep them safe and staff provide suitable explanations to deepen their knowledge. During circle time, children recite safety and emergency procedures and discuss looking after living things. They patiently wait and ask permission before entering the tool work area and carefully return worms after finding them.

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Next steps

Leaders and staff should strengthen approaches to give children further opportunities to make healthy choices at mealtimes.

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Address:

Bromley Town Cricket Club Hayes Lane Bromley BR2 9EF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Rainbow Day Nursery (Bromley) Limited

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Address:

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

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About this inspection

The inspector spoke with leaders, practitioners and the SENCo 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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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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