Rainbow Tree Nursery

Rainbow Tree Nursery

Unique reference number (URN): 2870140 Address: 75 Folders Lane, Burgess Hill, West Sussex, RH15 0DY Type: Childcare on non-domestic premises Registered with Ofsted: 03/10/2025 Registers: EYR Registered person: Rainbow Tree Nursery 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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Achievement Expected standard

All children, including children with special educational needs and/or disabilities, benefit from effective support in their development and learning. The children's enjoyment and involvement are generally high during activities. Children achieve well and make typical progress from their starting points. They demonstrate a love of reading and regularly share books with their friends or staff. Children show high levels of curiosity when painting colours on ice, exploring the textures and their own creativity. They are determined to solve problems and show good perseverance skills, such as when connecting tubes to build a den.

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Achievement Expected standard

Children respond well to challenges during play. They like to contribute their own ideas, which staff respond to effectively. Children enjoy turn-taking games, including throwing and kicking balls. They develop their coordination as they play on bikes and scooters, sharing them with other children. This strongly supports their physical skills and builds on their social interactions. Over time, children develop the skills and knowledge they need to prepare them for their eventual move to school.

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Behaviour, attitudes and establishing routines Expected standard

Children feel safe and supported in the nurturing environment that leaders and staff have developed for them. Staff are positive role models and teach children about being kind and respectful. They provide children with clear messages about what behaviour is expected of them, and consequently children behave well. Any minor disagreements are dealt with fairly and swiftly. Children are keen to share toys and take turns in their play. They form secure attachments with staff and develop meaningful friendships with other children.

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Behaviour, attitudes and establishing routines Expected standard

Staff create a calm environment and support children to listen to instructions. This is reflected in children's ability to listen well, cooperate and follow simple instructions. Children are beginning to learn how to regulate their own emotions and name how they feel, such as when feeling happy or excited.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children, including those who face barriers to their learning, to interact and engage with others. They play alongside and help children to develop positive attitudes to their play and learning. Leaders promote regular attendance and work with parents to identify any barriers for non-attendance. This helps parents to establish effective routines in the home and prepare children for starting school.

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Children's welfare and wellbeing Expected standard

Staff are responsive to children's individual needs, including children who face barriers to their learning. Care practices are effective and help children to develop a sense of belonging and to feel safe and secure. Staff are very attentive when children are eating, and even the youngest of children know that they must sit still when eating 'or you might choke'. Typically, children thrive at the nursery and receive the individual support they need. Staff implement effective hygiene practices, and children know they must wash their hands before eating and after going to the toilet. Older children are becoming confident in their own self-care, and younger children are learning how to blow their own noses and where to dispose of the tissues.

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Children's welfare and wellbeing Expected standard

Staff support children's physical development well through active and regular outdoor play experiences. This helps children to develop confidence in their own physical abilities. Key persons provide sustained care and help children to feel confident and emotionally secure within the nursery. Children are confident to ask for help when needed and approach adults for guidance or a cuddle.

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Children's welfare and wellbeing Expected standard

Staff teach children simple ways in which they can keep themselves safe, such as not running indoors and why it is important to be safe in the sun. Staff offer constant reminders to children to drink more water, especially when it is hot and sunny outside. Children learn about the importance of a healthy diet, and they have a variety of fruits and vegetables provided for them.

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Curriculum and teaching Expected standard

Overall, leaders provide children with an ambitious curriculum. They understand the order in which children should learn. Children demonstrate their excitement through a range of well- planned activities, such as water play. Children show their mathematical knowledge through counting and discussing measurements, such as 'big' and 'heavy'. However, there are some aspects of the curriculum that need adapting to meet the ages and stages of children, especially the younger children. This will ensure that all children remain engaged in their learning for longer periods. For example, there are times when activities and discussions are pitched too high for younger children. Consequently, they become distracted and lose interest in their learning.

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Curriculum and teaching Expected standard

Children who face barriers to their learning are fully engaged in their learning through a tailor-made curriculum. Staff assess children's existing knowledge and provide broad learning experiences, resulting in all children making expected progress from their starting points and enjoying benefits from opportunities that they may not have previously experienced.

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Curriculum and teaching Expected standard

Typically, children make progress in their communication and language. However, this is not always consistent, and staff do not use every opportunity effectively to support children's emerging vocabulary or provide children with the correct pronunciation for words that are unclear. Despite this, most children are confident communicators. Children have ongoing opportunities for outside play, which gives good support to their physical development .

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Inclusion Expected standard

Leaders and staff are proactive in removing barriers to children's learning. This includes working with outside professionals to provide a programme of targeted support. This approach helps to ensure that children, including children with special educational needs and/or disabilities (SEND), make steady progress from their starting points. Leaders and staff regularly review the support that is in place and make effective use of assessments to plan interventions for individual children. This helps to close any gaps in children's learning effectively.

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Inclusion Expected standard

Leaders have forged positive links with the local authority advisers and liaise with the area special educational needs coordinator to plan support. They regularly meet with parents to establish shared goals and provide advice so that parents can be better supported in the home. Staff are caring and enthusiastic in their roles as they support children with SEND to play alongside other children and participate in daily routines. They monitor children's progress and establish what children need to be learning next. Staff recognise when children make small improvements in their development and make adjustments to support when needed.

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Leadership and governance Expected standard

There is a clear vision for the nursery. Leaders want the best for families and children and actively seek their views. They have effectively implemented a programme of further training and development for all staff and encourage staff to identify their own training needs in addition to what is already planned for them. Leaders work closely with other professionals and parents to support children's wellbeing and development. They exchange important information with parents before children start, such as routines, dietary and medical needs. This helps to keep children safe effectively and supports the continuity of care between the nursery and home.

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Leadership and governance Expected standard

Leaders meet with staff regularly to check on their wellbeing and ability to manage their workload. Staff provide extremely positive feedback on the support they receive from leaders and how they appreciate the opportunity for further professional development. Leaders are reflective and are aware of areas for improvement, such as staff's understanding of the teaching of the curriculum.

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Leadership and governance Expected standard

Leaders are aware of the importance of working with families and outside agencies to ensure that children who face barriers to their learning are provided with the support they need. This helps to foster an inclusive environment and supports all children to make progress.

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

Children are happy and feel safe at this welcoming nursery. They demonstrate that they are confident and have a sense of belonging. Staff nurture children to be independent and to take pride in completing tasks for themselves, such as tidying away toys and putting on their own shoes. Early intervention and close working with other agencies and parents ensure that children who face barriers are well supported in their learning. Leaders have robust procedures in place and work with parents to ensure children's regular attendance. Children enjoy attending and playing with other children and confidently say that they enjoy being in the nursery.

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

Children are suitably prepared for the next stage in their education, such as going to school. Staff work with teachers and form links with the local primary schools that children will be attending. They share important information that will help ease the transition to school and help children to settle quickly. Individualised learning plans are shared to ensure that those children who need it most have measures in places to support their learning at their new school.

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

Children enjoy a broad and balanced curriculum. Staff build on children's existing knowledge and current interests in order to provide a range of stimulating experiences to further extend children's learning. Children delight in playing with ice on a hot and sunny day. Staff use these activities to extend children's vocabulary and mathematical understanding. Children hear words such as 'disappearing' and 'thawing' and eagerly count the ice cubes before they melt. They embrace the opportunity to contribute to their own learning through play.

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

Staff play alongside children and build on their imaginations through regular storytelling and role play. For example, staff and younger children pretend that they are farmers and need to provide food for the hungry animals. Older children pretend that they are camping. Staff provide resources to help them to build dens and 'toast marshmallows' on a pretend fire.

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Next steps

Leaders should monitor staff practice to raise the quality of teaching to adapt activities effectively for children's different ages and stages of development. Leaders should support staff to consistently reinforce children's language development at every opportunity.

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About this inspection

The inspector spoke with leaders, practitioners and children 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:

75 Folders Lane Burgess Hill West Sussex RH15 0DY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Rainbow Tree Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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