Rainbow Club

Rainbow Club

Unique reference number (URN): 2748926 Address: Bailey Court Activity Centre, Baileys Court Road, Bradley Stoke, BS32 8BH Type: Childcare on non-domestic premises Registered with Ofsted: 24/08/2023 Registers: EYR, CCR, VCR Registered person: Rainbow Club LTD

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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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Behaviour, attitudes and establishing routines Expected standard

Children behave well. They play well together and share the resources. Children show they know the rules and boundaries, and they listen to and follow instructions. This contributes towards a calm and friendly environment.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models to the children and treat one another respectfully. Children understand the rules and boundaries. When children have minor disagreements, they are confident to tell staff, who help them negotiate and solve any issues together.

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Behaviour, attitudes and establishing routines Expected standard

Staff work collaboratively with the children to promote expected behaviours and routines. Children demonstrate they know the routines as they are collected from school and when they arrive at the club. This creates a calm but sociable environment, where children sit together and chat, making friends with children who attend other schools.

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Behaviour, attitudes and establishing routines Expected standard

Staff provide activities that support children's social skills, such as turn-taking. For example, children share the sand and have to wait their turn to get their snack. This helps them learn to be considerate of others.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor children's attendance as part of their safeguarding duties.

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Children's welfare and wellbeing Expected standard

Staff know the children well and provide a range of activities based on their interests. Children show that they are at ease with the staff and they sit and complete activities together, talking about what they are doing. For example, children colour in parts of a rabbit face, cut them out and stick them together to make amusing pictures. The atmosphere is busy and children are happy and engaged in their activities. Children are keen to show staff what they have made, and staff offer them praise for their achievements, helping boost the children's self-esteem.

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Children's welfare and wellbeing Expected standard

Children have suitable opportunities for physical exercise and fresh air. They use the playing field for physical games and visit the park to use the large climbing equipment. Indoors, children roll hoops and balls, and can move around safely. This helps children develop healthy habits that have a positive impact on their wellbeing.

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Children's welfare and wellbeing Expected standard

All children know the routines well when they are collected from school and arrive at the club. They go inside, wash their hands and sit at the tables ready for snack. Children know to wait for staff to call those at their table to come and help themselves to their snack. Snacks are suitably healthy and children enjoy what is provided, going back for seconds. Staff prepare the snack and pour the children's drinks for them. in addition, on collection from school, staff are quick to put hi-vis jackets on the children, rather than encouraging them to do these things for themselves. This does not fully encourage the children's independence.

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Inclusion Expected standard

Leaders and staff gather information from parents and teachers about children's individual needs so that they can ensure these are met. They encourage and support children with special educational needs and/or disabilities to join in the activities but also respect their choices, such as allowing them time to decide if they wish to join in or have some independent play. Staff liaise with parents to make sure children feel comfortable and at ease at the setting, such as if they need to wear noise defenders to help them feel more settled. Leaders regularly review the support children need with parents so that they are fully up to date with any changes or adaptations.

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Inclusion Expected standard

All children show respect for others regardless of their age, background or ability. Staff encourage all children to play together and to value others. This helps children develop an awareness of the similarities and differences between themselves and others.

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Leadership and governance Expected standard

Leaders are committed to making the club the best it can be. They put the children's interests at the heart of what they do to ensure children have fun and enjoy attending the club. Leaders and staff work closely with the teachers at the schools they pick up from to share information about the children, including those with special educational needs and/or disabilities. This helps with partnership working and helps ensure staff meet the needs of all children attending.

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Leadership and governance Expected standard

Leaders provide regular support for staff and check available training that they wish to attend, such as how best to support children's play, to help improve staff practice. They also share ideas and research they have gained with staff at meetings, such as new activities the children may enjoy. Leaders have ensured staff have updated their safeguarding training and ensure all mandatory training is completed. Leaders do not always monitor staff's practice precisely enough to clearly identify areas that they could improve further, such as how they interact with children during the school pick up time and at snack time.

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Leadership and governance Expected standard

Parents report they are very happy with the club and that their children enjoy attending. Parents appreciate that leaders take on board their feedback and introduce new routines as a result. For example, staff listen to the children read at the club as parents reported their children were too tired at the end of the day. Parents who have children with special educational needs and/or disabilities explain that staff meet their children's needs well, encouraging them to join in with the activities but respecting them to make their own choices about what they wish to do. They say that this means they can be at work, knowing their children are well cared for and comfortable at the club.

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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 welcome all children into this friendly and inclusive club. Children play well with each other and staff, showing respect to others. Older children engage with the younger children and include them in the activities, such as taking turns to roll a ball to knock down a tower. Staff encourage children to join in the activities, including those with special educational needs and/or disabilities. They also allow children time for themselves if they do not wish to join in a particular activity, allowing them to make choices in what they wish to do. This means that all children are respected as individuals.

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Address:

Bailey Court Activity Centre Baileys Court Road Bradley Stoke BS32 8BH Children show that they feel safe and secure in the club. They form secure relationships with the staff and are confident to engage in the activities provided, or to choose what they wish to do for themselves. Children enjoy colouring in pictures, using a range of pens and pencils. Other children play chess or explore coloured sand. Children are happy and engaged and show they are comfortable in the environment.

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Address:

Overall, staff are enthusiastic and encourage children to join in with fun activities. For example, they encourage children to explore sand that goes hard when they squeeze it. The children show they are keen to join in, and children of all ages and abilities play together cooperatively.

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Next steps

Leaders should ensure staff promote children's independence more consistently during daily routines. Leaders should monitor staff's practice more precisely, and provide targeted support where appropriate, so that children benefit from consistently high-quality interactions.

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About this inspection

The inspector spoke with leaders, 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. Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:15

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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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