Rainbow Day Nursery

Rainbow Day Nursery

Unique reference number (URN): EY486440 Address: Community foundation, 20 St. Silas Square, BIRMINGHAM, B19 1QW Type: Childcare on non-domestic premises Registered with Ofsted: 12/08/2015 Registers: EYR, CCR, VCR Registered person: Community Foundation

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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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Children's welfare and wellbeing Strong standard

Children thrive in a safe, calm and well-organised environment where their welfare is consistently prioritised. They form secure attachments through an effective key-person system, which helps them feel settled, develop independence, be confident and be ready to explore. Care routines are warm and nurturing. For example, nappies are changed sensitively by familiar adults who talk to children about what is happening, helping them feel secure and respected. These routines support children to develop confidence through their daily experiences.

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Children's welfare and wellbeing Strong standard

Children show growing confidence in their physical abilities and enjoy opportunities to take managed risks, such as climbing and balancing, which build resilience and support their understanding of the world. Staff help children understand the importance of good hygiene, including routine hand-washing and making healthy choices. Children enjoy nutritious snacks that are carefully prepared to minimise choking risks, and regular discussions reinforce positive habits. These routines promote independence, personal care and positive attitudes towards wellbeing.

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Children's welfare and wellbeing Strong standard

Policies and procedures are rigorously monitored and reviewed, ensuring consistent practice. Staff demonstrate a comprehensive knowledge of children and their families, providing sensitive, individualised care. They are excellent role models, helping children recognise and express their feelings, supporting strong emotional literacy and a deep sense of security.

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Achievement Expected standard

Children make steady progress across all areas of their learning, particularly in communication and language. They enjoy talking about familiar experiences, joining in with stories, songs, and discussions. They repeat new words and phrases, which helps them to express their ideas clearly and build confidence.

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Achievement Expected standard

Children show curiosity in play and enjoy exploring and investigating their surroundings. They develop early mathematical skills by counting, recognising numerals and beginning to match quantities. Children begin to complete simple investigations and simple problem- solving tasks, such as predicting which objects will float or sink. This supports their understanding of the world and develops an early understanding of scientific concepts. Children strengthen their physical skills as they climb and balance, and manipulate dough, developing both gross and fine motor control needed for their overall development. They become increasingly independent in making choices, following simple routines and taking responsibility for aspects of their play. Children who may face barriers to their learning are supported to participate alongside their peers. As a result, all children gain the knowledge and skills they need to be confident and resilient learners who are well prepared for the next

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Achievement Expected standard

stage of their learning, including the move to school.

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Behaviour, attitudes and establishing routines Expected standard

The setting has clear routines and rules, which children understand and follow, supporting their social-emotional development and readiness to learn. Leaders have high expectations for behaviour, reinforced through warm, nurturing relationships between staff and children. Staff model kind and considerate behaviour, helping children understand expectations and creating a sense of harmony and shared responsibility. For example, children help tidy up and line up to wash their hands after circle time.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes towards their learning and each other. They take turns, share resources and contribute during activities, showing patience, resilience and respect. They cooperate and enjoy shared experiences, such as blowing boats across water with straws, which help develop social skills and confidence. Practitioners consider children's ages, stages of development and individual needs, offering support so quieter or less confident children can participate fully.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote regular attendance and punctuality, ensuring that children access routines consistently and gain maximum benefit from the setting. Children develop independence, positive attitudes and social skills, preparing them well for the next stage, including school.

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Curriculum and teaching Expected standard

Leaders have designed and developed a suitably ambitious and adaptive curriculum. Staff accurately assess children's starting points and tailor teaching, so every child makes steady progress. Circle times promote simple discussions about the days of the week and the weather, helping children develop language and understanding of routines and increase their self-confidence. However, more confident children occasionally dominate group times, limiting opportunities for others to participate fully. This can result in some children losing interest.

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Curriculum and teaching Expected standard

Children take part in a wide range of activities that support development across multiple areas. Staff use story times to foster a love of stories and develop imagination. They ask children what they can see and encourage predictions about what might happen next, supporting early reading skills and promoting a love of books.

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Curriculum and teaching Expected standard

Staff support all children effectively by using communication aids, such as visual prompts. For example, children look at sea creatures, naming some correctly and discussing others, while staff model accurate pronunciation. Children enjoy hands-on exploration, such as using straws to blow boats across water, while staff explain floating and sinking. They explore, predict and observe outcomes as they compare materials and object sizes, supporting early mathematical and scientific understanding. Resources and activities are selected carefully, using repetition to secure knowledge before introducing new skills. However, at times, the number of resources available limits participation, which reduces learning opportunities for some children.

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Inclusion Expected standard

Leaders prioritise clear and consistent assessment to ensure that every child receives the support they need to thrive. Children's individual needs are identified quickly, and staff take effective action to reduce barriers to learning and wellbeing. For example, holding a teddy helps some children gain confidence when taking turns to speak in a small group. Leaders and staff work closely with parents and carers to understand children's needs and provide guidance and support.

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Inclusion Expected standard

Leaders and staff recognise the importance of working closely with external agencies and professionals and use specialist advice effectively to support children within the setting. They communicate well with parents and carers to understand children's needs and provide guidance and support.

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Inclusion Expected standard

Leaders take a structured and proactive approach to inclusion, with clear systems for identification, assessment and support. These ensure that all children have equal access to the curriculum and are supported to make progress alongside their peers. Staff respond to individual needs through adaptations, one-to-one support and modelling. Targeted activities and tailored learning experiences support children with additional needs and those facing disadvantage, helping them make positive progress.

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Leadership and governance Expected standard

Leaders have a secure understanding of the setting and work hard to provide a positive experience for children and families. They can identify the main strengths of the provision, including community links, relationships with families and the inclusive ethos of the setting.

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Leadership and governance Expected standard

Leaders maintain oversight of key processes, such as staff suitability, daily safety checks and children's progress, through regular reviews and discussions with staff. They have identified some priorities for development, including improving the environment and increasing the number of children on roll. However, they do not yet consistently identify the more detailed areas for improvement, particularly relating to curriculum implementation and consistency of practice. This limits the extent to which their self-evaluation drives ongoing improvement.

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Leadership and governance Expected standard

Staff feel supported and take part in regular reflective discussions with leaders about their training and ongoing professional development. While these systems are established, leaders have yet to use them with full precision to identify and act on finer improvements.

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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 have a clear understanding of the curriculum and individual children's learning and development. Regular attendance and access to a broad, balanced curriculum are prioritised. Children show curiosity in activities and are keen to follow their interests, which motivates them to learn. For example, when children notice light reflections on the floor and begin tracing them, staff extend this into simple mark-making activities. Children arrive happily and settle quickly. They form secure, trusting relationships with staff, who respond sensitively when comfort or reassurance is needed. Therefore, children feel secure, valued

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Inspector:

Sarah Dukes and confident to seek support when they need it. Children demonstrate resilience, confidence and generally positive attitudes to learning.

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Inspector:

Staff provide a warm, welcoming and inclusive environment, supporting children's emotional wellbeing from arrival. They greet children and their parents warmly, ensuring a happy start to the day. Staff use children's interests and parental information to plan meaningful learning experiences. Families' contributions are highly valued. Parents share home languages and are actively involved in cultural celebrations, which staff incorporate into songs, greetings and role-play activities. This helps children develop a sense of their own uniqueness as they see their identities reflected in their learning environment.

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Inspector:

Children's individuality is recognised and supported. Staff adapt activities so all children can participate in learning, for example by simplifying instructions or offering visual prompts. Although no children currently on roll have identified special educational needs and/or disabilities, staff monitor progress carefully and use observations to spot any early barriers to learning.

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Inspector:

There are clear expectations for behaviour. Staff provide timely emotional support, promoting independence, positive behaviour and ongoing progress. Children benefit from consistent systems, responsive staff and effective partnerships with families, which enable them to thrive.

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Next steps

Leaders should identify and address detailed areas for improvement to ensure the best possible outcomes for children. Staff should ensure that all children are engaged and enabled to participate fully during group activities. Staff should consider how to best manage planned adult-led learning activities so that every child can take part and benefit fully to extend their learning.

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About this inspection

The inspector spoke with leaders, staff 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:

Community foundation, 20 St. Silas Square BIRMINGHAM B19 1QW

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:30

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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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