Oliver's Rainbow Nursery

Oliver's Rainbow Nursery

Unique reference number (URN): 2843880 Address: Building 003, Fort Southwick, James Callaghan Drive, Portsmouth, Hampshire, PO17 6AR Type: Childcare on non-domestic premises Registered with Ofsted: 17/04/2025 Registers: EYR, CCR, VCR Registered person: Oliver's Rainbow Nursery Limited

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Children make steady progress from their individual starting points, including those who face barriers to their learning. They develop the skills they need for their next stage of learning. Babies strengthen their physical abilities as they crawl and pull themselves up to reach objects of interest. Toddlers show increasing control when pegging items onto washing lines. Older children demonstrate coordination and independence as they cut vegetables, using child-friendly tools. Children show a genuine love of learning, choosing to sing songs, look at books and retell stories. They engage in conversations, listen attentively and express their ideas with growing confidence. These emerging skills help children to grow into confident, capable and independent learners.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff are encouraging role models who create a positive environment for children. They provide clear and consistent guidance to help children understand what is expected of them. Babies benefit from warm interactions and shared attention with their peers and staff. Older children demonstrate cooperative and friendly behaviours, such as sharing and taking turns. Staff respond sensitively to those children who need extra support, helping them to manage their emotions and make positive choices. This helps all children to develop positive relationships with those around them. Leaders promote children's regular attendance, supporting children to experience constant routines and expectations.

p.2

Behaviour, attitudes and establishing routines Expected standard

Generally, daily routines run smoothly across the nursery. Older children move confidently between activities and respond well to familiar experiences, such as transitioning to the indoor physical play space. Staff provide reassurance and structure to those who require additional support. Routines in the baby room, including nappy changing and settling new babies, are carried out with care. However, some routines are not as well organised, particularly in the baby room. For example, some staff are busy with other tasks, which leads to children becoming slightly unsettled and disengaged in their learning.

p.2

Children's welfare and wellbeing Expected standard

Staff build secure attachments with children through warm interactions and sensitive reassurance. They invest time in understanding each child's routine from home to create a sense of continuity. Babies respond well to shared moments with familiar staff, demonstrating trust and emotional security. Older children seek out staff to join in with their play. Staff adapt activities so that children with special educational needs and/or disabilities have the confidence to play alongside their peers. Staff celebrate every achievement, no matter how small, helping children to develop pride and self-belief.

p.2

Children's welfare and wellbeing Expected standard

Staff actively promote children's independence throughout the nursery. Children learn about healthy lifestyles and follow good hygiene practises, such as washing their hands before mealtimes. Staff encourage older children to manage practical tasks, including opening packets of food and pouring drinks. They help children to recognise and understand emotions by naming feelings and modelling the language children can use. Staff talk through situations calmly. These interactions help children to recognise risks, make sensible choices and develop confidence in managing challenges.

p.2

Curriculum and teaching Expected standard

Staff provide a well-planned curriculum that reflects the age and stage of individual children. They know children's starting points well and identify what children can do and what they need to learn next. Staff use assessments to shape learning experiences, helping children to make progress over time. Staff prioritise supporting children's self-confidence, emotional wellbeing and physical skills. They acknowledge that children need these skills to thrive and succeed in their future learning. Teaching is skilfully adapted for children with special educational needs and/or disabilities. For example, staff follow and implement purposeful interventions to help children make progress alongside their friends.

p.3

Curriculum and teaching Expected standard

Staff promote communication effectively through responsive interactions. They tune into babies' cues, commenting on their actions, sounds and emotions. This helps to build on their early understanding. Staff use simple sign language and meaningful commentary to support children's developing language. Staff share familiar stories in engaging ways. They use prompts that help children to follow the narrative and learn new words, such as 'pickle' and 'salami'. Staff model counting and early mathematical ideas through purposeful storytelling and everyday play.

p.3

Inclusion Expected standard

Leaders and staff have an excellent understanding of individual children and are proactive in noticing early signs that may require additional support. Through careful observations, they identify changes in behaviour, communication and engagement. Staff use this information to complete initial assessments and work together to determine the right level of support. Staff follow the graduated approach effectively. For example, they use targeted strategies and external advice to refine interventions and track progress over time. Leaders and staff ensure that additional funding is used purposefully to reduce any barriers. They provide tailored resources and support individual interests, enabling children to access learning successfully. Staff work closely with families and other professionals, ensuring that children receive consistent, well-coordinated support. This collaborative approach enables all children, including those with special educational needs and/or disabilities, to be included,

p.3

Inclusion Expected standard

well supported and make the progress they are capable of.

p.3

Leadership and governance Expected standard

Leaders have a clear understanding of the nursery's strengths and areas of development. They demonstrate a positive vision for improvement and are committed to expanding the nursery in line with the needs of the local community. Leaders are passionate about ensuring that every child, including those with special educational needs and/or disabilities, receives high-quality care and education.

p.3

Leadership and governance Expected standard

Leaders take an active approach to supporting staff's wellbeing and workload through effective staff supervision meetings. They focus on training needs, achievements and any pressures staff may be experiencing. Leaders remain visible in the rooms. This enables them to understand day-to-day practice and offer timely support, when needed.

p.3

Leadership and governance Expected standard

Leaders work closely with parents through daily communications and secure online platforms. They keep families up to date with their children's experiences, learning and development. Parents value the regular updates they receive, noting that these help them feel connected to their child's learning. This effective partnership working helps children to receive consistent support that enhances their progress and wellbeing.

p.4

Compulsory Childcare Register requirements

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

p.4

Register

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

p.4

Voluntary Childcare Register requirements

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

p.4

Register

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

p.4

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

Children arrive happy and ready to start their day at this welcoming nursery. They are greeted by familiar staff who know them extremely well. Staff are quick to recognise when a child needs extra reassurance or support. For example, children newer to the setting stay close to their key person, helping them to settle quickly. Staff take the time to understand each child's interests, needs and home experiences, creating a deep sense of trust and emotional security. They promote children's regular attendance to ensure that all children benefit from consistent routines and learning.

p.5

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

Children benefit from a curriculum that is thoughtfully designed so that all children, including those with special educational needs and/or disabilities or those who face other barriers to their learning, can achieve. Staff adapt activities so every child can participate and make progress from their starting points. Children show high levels of enjoyment in their learning. Babies enjoy listening to stories and show delight in popping bubbles. Older children develop their social skills and coordination as they play football together. Children of all ages develop their growing independence. Babies attempt to feed themselves, explore resources and make choices through gestures. Older children manage small tasks and have a go at new challenges with growing confidence. This helps all children develop the skills they need in preparation for their next stage of learning, including their eventual move to school.

p.5

Next steps

Leaders should improve the organisation of daily routines, particularly in the baby room, to ensure that children receive prompt and consistent support throughout the day.

p.5

About this inspection

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

p.5

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. Unique reference number (URN): 2843880

p.5

Address:

Building 003, Fort Southwick James Callaghan Drive Portsmouth Hampshire PO17 6AR

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Oliver's Rainbow Nursery Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

p.6

Facts and figures used on inspection

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

p.6

Exceptional

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

p.6

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

Urgent improvement

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

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.7