Dandelion Preschool

Rainbow Preschool

Unique reference number (URN): 110010 Address: Methodist Church Hall, Spring Lane, Colden Common, Winchester, Hampshire, SO21 1SB Type: Childcare on non-domestic premises Registered with Ofsted: 18/04/1997 Registers: EYR, CCR, VCR Registered person: Rainbow Preschool Committee

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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 Expected standard

Children gain suitable knowledge and skills to help them become ready for their next stage in learning. They develop their confidence and social skills well, enabling them to play alongside and with other children. Children develop their independence and self-care, such as following routines to wash their hands before eating. Children are beginning to gain awareness of looking after belongings, such as when mending books with staff and receiving reminders to hang up their coats when they come indoors.

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Achievement Expected standard

Children build on their small and large physical skills. For instance, children use tools safely. They experiment as they grate natural materials and observe how this changes. However, sometimes the organisation of large-group activities does not support children's listening and attention skills as well as possible, although children with additional needs do receive support, such as small-group language sessions, to help them develop their vocabulary and sentence structure. All children typically progress well and move forward from their initial starting points.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have created a warm and welcoming environment, where children happily engage in their play and activities. They encourage parents to ensure their children attend regularly, including arriving on time for their session so that they benefit from their time at pre-school. Staff offer exciting resources that capture children's curiosity and investigation. For example, children have fun together as they make and listen to sounds they create through tubes.

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Behaviour, attitudes and establishing routines Expected standard

Children follow the daily routines well and cooperate with these. Sometimes, large- group activities are not so well considered to help all children maintain their interest and attention. Staff promote positive messages about expected behaviour, including it is kind to share and take turns with resources. They guide younger and newer children in understanding these expectations appropriately, such as giving gentle guidance and explanations when required. Staff help children reflect on their feelings and develop an awareness of respecting others. Children are confident and form positive relationships with staff and each other. They understand what behaviour is expected with older children being able to ask their friends if they can take a turn with a resource.

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Children's welfare and wellbeing Expected standard

The positive relationships children form with staff enable them to confidently express their needs and feelings and to seek support and help when they need to. For example, children ask for staff's help to pull stacked cups apart after trying to do this themselves. Children benefit from daily routines that are familiar, where they can make choices and decisions for themselves, such as when to eat snack. Staff help children to recognise their feelings and emotions and to become aware of their safety. For instance, staff explore with children about what the teapot may feel like if it had hot water inside and whether it would be safe to touch.

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Children's welfare and wellbeing Expected standard

Children develop their independence and self-care appropriately, including learning to use tissues. They follow good hygiene routines, such as washing their hands before eating. Staff provide suitable information to build on children's awareness of healthy lifestyles. Children benefit from activities that include making healthy lunches. Children recall information from recent activities, such as knowing when they need to clean their teeth.

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Children's welfare and wellbeing Expected standard

Children have opportunities to develop their small- and large-physical skills through different activities and outings. Staff plan activities for children to strengthen their hands and fingers, such as dough and threading. Children benefit from outings to the park to use larger play equipment and visits to the allotment, where they dig and explore the natural world.

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Curriculum and teaching Expected standard

Staff and leaders understand the aims of the curriculum, which identifies how this supports all children to achieve over time with a particular focus on supporting language skills. They identify areas to improve for the curriculum, such as offering more activities that help children to investigate and support their concentration. Staff know the children's learning needs and next steps in learning well. Staff closely monitor all children's learning, development and progress, which helps them to identify any areas that may need extra support. They offer focused activities, such as small-group activities, to support children's listening skills and language development.

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Curriculum and teaching Expected standard

Staff read books to children. Children show they are familiar with books as they talk about what happens and say the words and phrases. Some whole group activities work well as staff use effective teaching, including some sign language to support children's understanding. Children suitably engage and offer their ideas at this time. However, there are times when teaching during large-group activities is not well matched to children's different stages of development. This sometimes leads to some children losing interest. Sometimes, staff do not build on their discussions with children to help extend their knowledge and understanding further.

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Curriculum and teaching Expected standard

Staff plan interesting sensory activities that help engage children in their play. Overall, activities and staff interactions support children's learning and progress well. Staff get down to children's level to interact and support them at activities. They engage children in discussions about their feelings to help them express these. Staff use daily routines securely, including to count and explore number, when completing the register and at snack time talk about cutting fruit into halves. Staff promote children's social and physical skills, such as making obstacle courses together.

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Inclusion Expected standard

When children first start, staff gain a range of information from parents. This helps staff understand children's individual needs, backgrounds and any areas of development that may need more support. Staff liaise with other settings children attend in addition to the pre- school or settings previously attended. This helps them to gather and share information to support children's needs consistently. Staff work with outside professionals, when needed, and take on board guidance to help them to close gaps in children's learning.

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Inclusion Expected standard

Staff receive appropriate support and relevant training to help them identify and respond to any concerns about children's development and progress. Where children need extra support in their learning, staff put in place focused plans and activities to target areas of development, such as speech and social skills. They regularly observe, monitor and review children's learning and development. This helps staff to consistently understand children's progress, along with any gaps in learning that need closing. Staff carefully consider the use of additional funding and take account of children's individual learning and wellbeing needs. This helps staff identify resources that will make a difference to children. For example, staff use this funding to provide dens to offer quiet spaces to children to support their self- regulation. They bought crates and planks to support children's interests, which in turn help

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Leadership and governance Expected standard

A new leadership team has brought new ideas to the pre-school. They are identifying and working towards improvements. This includes offering staff more training and professional development focused on teaching skills. However, leaders' monitoring of staff's practice is not always as precise as possible to effectively identify where staff need to develop their teaching further. Staff approached say they feel supported in their work and wellbeing. Leaders and staff make effective use of local facilities to enhance children's experiences. Leaders and staff recognise that the implementation of a curiosity approach particularly supports children with gaps or barriers to their learning, which promotes their development and progress.

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Leadership and governance Expected standard

Parent partnerships are positive. Parents speak highly about their children's experiences and about the staff's communication with them, including through the recently introduced online app. Staff provide information to parents about their children's learning, which helps to support a consistent approach between the pre-school and home. They talk to parents about any developmental concerns and signpost them to seek further support, such as from health professionals. Staff encourage parents to understand the importance of early referrals to outside professionals, when appropriate, to ensure children get the help they may need.

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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 leave their parents very confidently and settle quickly on arrival. Their regular attendance is promoted securely by staff and leaders. Children swiftly engage in activities on arrival with and without staff's support. For example, they explore a sensory activity using a range of real-life resources, such as fruit tea bags, china cups, spoons and teapots. Older children share the resources willingly with other children, asking whether they can use something another child has. They receive praise from staff for their positive behaviours and staff comment that it is kind to share. This helps to promote the behaviour expectations. Children use their knowledge of words to describe what the materials feel like, such as 'disgusting' and 'lovely'. This helps children to build on their language, physical and social skills.

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

Children form positive relationships with staff. They confidently approach staff and ask them by name for help. Children build friendships with each other, and some offer their friends help when they struggle with a task. They build on their independence appropriately, such as serving their snack and spreading crackers with butter. Children gain knowledge of healthy lifestyles. For instance, they enthusiastically discuss their recent visitor who taught them of the importance of cleaning their teeth. Children make their own choices about their play and activities, including whether to play indoors or outdoors.

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

Staff value children as individuals. They know children's interests, individual needs and backgrounds securely. Staff regularly observe, monitor and assess children's learning, helping to identify any gaps in their development. They take steps to close any gaps and to support any other barriers to learning. For instance, staff provide focused small-group language sessions to help build children's vocabulary, understanding and confidence in speaking. Children typically progress steadily from their individual starting points with some making more rapid progress. Children, over time, gain skills and knowledge to help prepare them for the next stage of their learning.

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Next steps

Leaders should monitor staff's practice more precisely to identify their training and professional needs to help develop and extend their teaching skills and support a culture of continuous improvement for staff's practice. Leaders should provide more guidance and support to staff to help them provide highly effective teaching and interactions, which promote children's language skills further. Leaders should strengthen large-group activities so these are more accurately focused on children's age-appropriate learning and development needs and help children to maintain their listening and attention skills.

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About this inspection

The inspector spoke with leaders, the designated safeguarding lead, staff, children and parents 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:

Methodist Church Hall Spring Lane, Colden Common Winchester Hampshire SO21 1SB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Rainbow Preschool Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:00

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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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