Child Dynamix Community Nursery - Rainbow

Child Dynamix Community Nursery - Rainbow

Unique reference number (URN): 2783749 Address: Rainbow Nursery, Sefton House, Salisbury Street, HULL, HU5 3EU Type: Childcare on non-domestic premises Registered with Ofsted: 27/03/2024 Registers: EYR, CCR, VCR Registered person: Child Dynamix

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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 develop knowledge and skills across the areas of learning. Babies explore resources with curiosity and begin to develop their communication skills as they babble, listen to songs and respond to familiar words and sounds. Older children confidently talk about their experiences, listen attentively to stories and ask questions to develop their understanding.

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Achievement Expected standard

Children develop early mathematical knowledge through play and daily experiences. They recognise colours, count objects and use mathematical language as they build, create and explore. Children use their imagination well during play and demonstrate increasing confidence when sharing their ideas with others.

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Achievement Expected standard

Children, including those with special educational needs and/or disabilities and those who speak English as an additional language, make progress from their individual starting points. They develop communication, social and independence skills that help them to access learning and participate alongside their peers. As a result, children generally develop the knowledge, skills and confidence expected for their age and stage of development.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established routines and expectations that help children to feel secure and understand what is expected of them. They promote the importance of regular attendance and have procedures in place to follow up absences and support families when needed. Staff support children to develop positive relationships with their peers and adults. Children form warm relationships with staff and confidently seek support and reassurance when needed. Staff work with parents and carers to develop consistent approaches that support children's behaviour, emotional development and engagement.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes towards learning. They listen attentively during stories and group activities, join in with familiar songs and conversations, and ask questions to develop their understanding. They work cooperatively with others, share resources and take turns during play. Children are encouraged to use good manners and express themselves confidently.

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Behaviour, attitudes and establishing routines Expected standard

Staff adapt their approaches to meet children's individual needs. For example, they use children's home language to support communication and allow children time to attempt tasks independently before providing further guidance. Staff help children to understand routines and develop increasing independence throughout the day. This helps children to participate confidently in routines and activities alongside their peers.

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Children's welfare and wellbeing Expected standard

Leaders place children's welfare and wellbeing at the centre of their work. Staff work closely with families from the outset to gather detailed information about children's needs, routines and circumstances. Settling-in arrangements are tailored to individual children and families, helping children to feel secure and develop a sense of belonging from the start.

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Children's welfare and wellbeing Expected standard

Children form trusting relationships with staff, who know them well and respond sensitively to their individual needs. Staff provide consistent care and reassurance throughout the day. Children confidently seek support from familiar adults and are comforted quickly when needed. As a result, children feel safe, valued and emotionally secure.

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Children's welfare and wellbeing Expected standard

Leaders and staff work closely with parents, carers and other professionals to support children's wellbeing. Parents speak highly of the care and support they receive, particularly during periods when additional help is needed. Staff adapt their approaches to meet children's individual needs. For example, they tailor settling-in arrangements, provide children with opportunities to develop independence during daily routines, such as mealtimes, and support children to develop self-care skills appropriate to their stage of development. This helps reduce barriers to children's wellbeing and ensures that all children participate fully in nursery life and receive the support they need to develop.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum that supports children's learning across the areas of learning and reflects their interests and experiences. Communication and language are prioritised throughout the nursery. Staff use stories, songs, conversations and visual resources to support children's language development and introduce new vocabulary. Children develop early mathematical knowledge through activities and everyday experiences. Personal, social and emotional development is prioritised, helping children to develop confidence, positive relationships and increasing independence.

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Curriculum and teaching Expected standard

Staff use assessment information to understand what children know and can do and adapt experiences to meet their differing needs. They use strategies such as visual cue cards, repeating key words and sounds, using children's home language where appropriate and providing targeted small-group support to help children with special educational needs and/or disabilities and those who speak English as an additional language access learning. As a result, children communicate with increasing confidence, participate alongside their peers and make progress from their individual starting points.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of teaching and have identified priorities for further improvement. Overall, teaching is effective and children engage well in activities. However, staff do not always help to build on children's existing knowledge and skills or consistently use high-quality interactions to extend their thinking.

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Inclusion Expected standard

Leaders have established systems to identify children who may need additional support and monitor their development. Staff work closely with parents and carers to gather information about children's needs and use this information to help shape support and learning experiences. Where concerns are identified, leaders work with other professionals to access advice and support for children and their families. Children with special educational needs and/or disabilities are supported to access the curriculum and participate alongside their peers. Staff adapt activities, resources and routines to meet children's individual needs. Children who speak English as an additional language are supported through consistent interactions and opportunities to develop their communication skills.

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Inclusion Expected standard

Leaders work with families and external agencies to help reduce barriers to children's learning and wellbeing. Support is reviewed regularly and adapted when needed. As a result, children are included in the life of the nursery and are supported to make progress from their individual starting points.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the setting's strengths and areas for development. They regularly review practice and identify priorities that support children's learning, development and wellbeing. Through supervision, observations, staff meetings and ongoing professional discussions, leaders recognise that staff would benefit from further support and training. This would help develop their knowledge and skills in providing consistently high-quality interactions with children. Room leaders play an active role in monitoring practice and supporting their teams.

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Leadership and governance Expected standard

Leaders support staff's professional development through training, coaching and guidance. Staff access a range of professional development opportunities, including training to support children's additional needs, communication and wellbeing. This helps staff to identify children's emerging needs, adapt their practice and seek additional support for children and families when required. Staff speak positively about working at the nursery and describe leaders as approachable and supportive. Leaders promote staff wellbeing through regular supervision, an open-door culture and opportunities for staff to discuss concerns or seek advice.

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Leadership and governance Expected standard

Leaders work closely with parents, carers and other professionals to support children's learning and wellbeing. Parents value the homely environment, the consistency provided by long-serving staff and the communication they receive about their children's development. Leaders have established effective procedures for safeguarding, attendance and the use of additional funding. They work with external agencies when needed to help ensure that children and families receive timely and appropriate support.

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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 are happy and settled in this welcoming nursery. They arrive confidently and quickly become absorbed in play and learning. Staff know children well and have formed positive relationships with them. Children confidently seek out familiar adults for comfort, support and reassurance when needed.

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

Children enjoy a range of experiences that reflect their interests and curiosity. Babies explore sensory play trays and resources such as vehicles and books. Older children use their imagination as they create models with play dough, construction materials and loose

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About this setting

parts, such as everyday objects. Children enjoy outings within the local community, including visits to local shops, parks and other places of interest. These experiences help children to learn about the world around them.

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About this setting

Children develop their communication and language skills through daily conversations, stories and singing activities. Babies babble alongside their peers and join in enthusiastically with familiar songs. Older children listen attentively to stories, ask questions and talk confidently about their experiences. Children are beginning to develop mathematical knowledge as they count, compare and recognise colours during activities and daily routines. Staff support children to develop increasing independence and the skills they need for their next stage of learning.

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About this setting

Children play and learn alongside their peers in an inclusive environment. Children with special educational needs and/or disabilities and those who speak English as an additional language receive support that helps them to participate in activities and access learning opportunities. Staff work with families and other professionals to identify and reduce barriers to children's learning and wellbeing. Families are welcomed into the setting, and their views, knowledge and contributions are valued. This helps children to feel safe, included and ready to learn.

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Next steps

Leaders should continue to support staff practice to ensure that interactions with children are of a consistently high quality. Leaders should continue to support staff to encourage children to build on their existing knowledge and skills in preparation for their next stage of learning.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator 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. Unique reference number (URN): 2783749

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Address:

Rainbow Nursery, Sefton House Salisbury Street HULL HU5 3EU

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Address:

Local authority: Kingston Upon Hull City Council

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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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