Rainbows Playgroup Ltd

Rainbows Playgroup Ltd

Unique reference number (URN): EY547383 Address: St Peter & St Paul's Church Hall, Church Street, Eckington, SHEFFIELD, S21 4BG Type: Childcare on non-domestic premises Registered with Ofsted: 09/05/2017 Registers: EYR, CCR, VCR Registered person: Rainbows Playgroup

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately projects children from harm.

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Safeguarding standards not met

Leaders fail to recognise when children may be at risk of harm. They do not remain alert to potential issues of concern in children's lives at home or elsewhere. Safeguarding concerns are not identified or addressed appropriately, which puts children at risk of harm. In addition, while leaders have policies in place to review the ongoing suitability of staff, they do not follow this. This demonstrates that leaders are unsure if staff working with children remain suitable to do so.

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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 Needs attention

Children do not achieve as well as they could because there are weaknesses in staff's knowledge and understanding of the curriculum. Children do not consistently build on skills they already have because some staff lack the knowledge of how to build on these through a range of activities. For example, children who are developing their early language skills do not receive consistently purposeful interactions from staff. The lack of consistent support for children has a direct impact on their progress in other areas of learning, such as their developing social skills.

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Achievement Needs attention

Children benefit from the recently developed reading area, which provides them with access to books throughout their time at the setting. Children sit by themselves, readily turning the pages as they look at the pictures. They happily let staff join them, where they share their books and hear a story. This helps children develop a love of books.

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Behaviour, attitudes and establishing routines Needs attention

Leaders do not ensure that staff understand how to consistently manage children's behaviour. For example, when children display unwanted behaviours, such as throwing resources on the floor and playfully splashing water at their peers, staff choose to ignore these behaviours and do not pursue this further. As result, children do not understand what is expected of them and do not change their behaviours. Staff do not always help children understand how to play safely. When children stand on top of the slide, staff shout across the outdoor space, telling children not to stand. Children do not understand who this instruction is for and what they should do to keep themselves safe.

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Behaviour, attitudes and establishing routines Needs attention

Leaders routinely monitor attendance, ensuring that any lapses are checked to keep children safe. Staff work with parents to help them understand the importance of regular attendance and how it may affect their child's development.

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Behaviour, attitudes and establishing routines Needs attention

Children benefit from an established routine that they actively take part in. During snack time, children are supported to pour drinks, put rubbish in the bin and put dirty plates and cups in the bowl. Children receive praise for trying to do as much for themselves as possible. They develop positive attachments with staff and are confident in the environment. Typically, staff role model how to use manners during play.

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Children's welfare and wellbeing Needs attention

Leaders do not support staff to understand how to promote children's understanding of leading a healthy lifestyle. For example, during a tooth brushing activity, leaders do not typically ensure that staff interact with children to check their understanding of the importance of dental hygiene.

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Children's welfare and wellbeing Needs attention

Staff implement some activities to support children's health. Children are supported to wash their hands before eating. They are provided with healthy snacks and they have access to fresh drinking water. During these times, children receive minimal interaction from staff to help promote children's understanding of leading a healthy lifestyle or to further develop their social skills.

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Children's welfare and wellbeing Needs attention

Children build secure attachments with their key person. They develop a sense of belonging and are confident and independent in their surroundings. Children enjoy outdoor play. They use their leg muscles to push themselves along on ride on toys and to climb small steps to access the slide. Others use their arm muscles to collect jugs of water, which they carefully transport to other activities. This helps children develop their physical skills.

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Curriculum and teaching Needs attention

While leaders have recently developed a broad curriculum to build on children's interests and support their next steps, this is not yet implemented well. Staff do not always fully understand what they want children to gain from activities, and as such, interactions between staff and children sometimes lack purpose. The quality of teaching is variable, and children's experiences are not consistent throughout the setting. For example, leaders have not supported staff to make adaptations to how they implement the curriculum to meet the needs of children who have barriers to their learning and to ensure that children with special educational needs and/or disabilities are always supported effectively.

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Curriculum and teaching Needs attention

Staff provide a variety of sensory experiences, such as water based learning activities, sand and rice play. Staff adapt their vocabulary to support early mathematics. For example, children enjoy scooping up rice to fill pots. Staff help children count '1 scoop, 2 scoops, 3 scoops'. As children fill the sand wheel with rice, staff show them how it makes the wheel spin. This helps children learn cause and effect. Children enjoy making marks with water. Staff help children use different brushes to make marks, such as swirls and whirls. On

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Urgent improvement

occasion, when staff move between activities, children struggle to focus without appropriate support. This weakens their engagement in learning as children are unsure of what to do.

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Inclusion Needs attention

Leaders do not always have oversight of the impact of the curriculum for all children. Children who face barriers to their learning and/or wellbeing are not consistently supported to make the progress they are capable of. Leaders have not ensured that staff purposefully interact with children during their play and routines to help them make progress with their next steps in learning. Some children are not always able to access meaningful learning opportunities.

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Inclusion Needs attention

Children who receive additional funding and/or additional support from outside agencies are typically well supported. Leaders develop individual plans to help these children make progress from their starting points. For example, they work together to put in place individual health plans, and staff undertake relevant training to ensure that the required support is in place for children. This enables children to take part in the activities with their friends.

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Inclusion Needs attention

Leaders typically work with key persons and parents to identify how to make the best use of additional funding for specific children. For example, leaders recognise that when the setting is closed during school holidays, some children who access additional funding regress in their learning. Leaders put on additional sessions throughout the holidays, which children can access to help them make continued progress.

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Leadership and governance Urgent improvement

Leaders have failed to ensure that the requirements of the early years foundation stage are met. Weaknesses in carrying out their safeguarding responsibilities put children at risk. For example, leaders do not identify potential safeguarding concerns, which puts children at risk of harm. In addition, leaders fail to review the ongoing suitability of those that work with children at the setting. This does not assure children's safety.

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Leadership and governance Urgent improvement

Leaders carry out supervisions with staff; however, these are not robust. Leaders' lack of oversight regarding staff's practice has lead to ineffective support being put in place to help children meet their learning outcomes. Leaders have undertaken recent work with the local authority to implement a new curriculum to build on children's progress. However, this is still in its infancy, and staff do not yet fully understand how to implement the curriculum changes. This has led to interactions between staff and children lacking purpose, and learning is incidental rather than purposeful. Leaders recognise that these recent changes have resulted in variable staff's practice across the setting.

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Leadership and governance Urgent improvement

Staff say they enjoy working at the setting and that leaders consider their personal circumstances. They state they receive dedicated time for training and feel supported by leaders. Parents are positive about the care their children receive. They say their children enjoy attending the setting and have made friends and developed their confidence levels.

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Compulsory Childcare Register requirements

This setting has not 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 not 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's safety is not assured. Leaders do not fulfil their safeguarding responsibilities as they do not have a secure understanding of all the indicators of abuse. They fail to identify early signs and symptoms that indicate that children are at risk of harm. This means that there may be delays before they take action to protect children. In addition, leaders do not follow their own policy to ensure that staff working with children remain suitable to do so. This is a breach of the early years foundation stage requirements.

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

While children have some positive learning experiences, the quality of teaching is variable across the setting. This is because, at times, purposeful staff interactions are minimal. For example, children join activities and experience lengthy periods of time without engaging meaningfully with staff. To this end, much of what children learn is incidental rather than being consistently well supported to build on their knowledge and skills. During these times, children's behaviour starts to deteriorate. On occasion, staff choose to ignore these behaviours, while at other times they tell children to stop without explanation. As a result, children are not supported to understand behaviour expectations or the impact they have on others. This does not fully support their developing social skills

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

Children arrive at the setting and settle quickly with their chosen activity. Children enjoy outdoor play. They learn control and dexterity as they carefully pour water into funnels and different lengths of tubes. Staff join them, creating a fun competition to see which tube the water will come out of first. Others demonstrate their skills on tricycles. For example, they use their legs to push themselves forwards and backwards around the play area, while safely negotiating the outdoor play equipment and their friends. This helps children build on their developing physical skills.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure that leaders and staff are alert to any issues of concern in a child's life at home or elsewhere, and that these concerns are reported in a timely manner in line with local safeguarding partnership 12/06/2026

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Action Completion Date

ensure that any person who has regular contact with children remains suitable to do so 12/06/2026

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Action Completion Date

ensure that all children benefit from high-quality interactions with staff and receive meaningful and purposeful learning experiences that build on what they already know and can do 12/06/2026

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Action Completion Date

improve staff supervision, coaching and training to precisely identify individual areas of development and ensure that staff have a clear understanding of their roles and responsibilities 12/06/2026

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Address:

St Peter & St Paul's Church Hall Church Street, Eckington SHEFFIELD S21 4BG

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday : 09:00 - 13:00,Friday : 09:00 - 12:00

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Action Completion Date

implement behaviour management strategies, which support staff to be consistent in their approach, and which build on children's understanding of behaviour expectations. 12/06/2026

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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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About this inspection

The inspector spoke with leaders, practitioners 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. Local authority: Derbyshire

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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. 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

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