Rainbow Corner Day Nursery Limited

Rainbow Corner Day Nursery Limited

Unique reference number (URN): EY553601 Address: Lancaster Gate, Holton Le Clay, Grimsby, DN36 5YS Type: Childcare on non-domestic premises Registered with Ofsted: 05/10/2017 Registers: EYR Registered person: Rainbow Corner Day Nursery Limited

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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 Strong standard

Children are extremely well prepared for the next stage in their learning. All children make excellent progress from their starting points. Children demonstrate extremely mature focus and concentration, particularly when sharing stories and books. They sit attentively and show a high level of understanding as they respond to staff questions. All children demonstrate an excellent understanding of spoken language. Babies show that their physical skills are highly developed. They throw large balls and track their movement to retrieve them. Younger children develop excellent social skills as they introduce others to their games and activities. They smile and say the name of their friends as they play alongside each other.

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Achievement Strong standard

Children with special educational needs and/or disabilities achieve extremely well. They are able to use toy figures to retell familiar stories and enjoy pretending to be the different characters.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have created a very harmonious and welcoming culture. Children are extremely well supported by staff to behave well and to share with their friends. Children have an excellent understanding of the routines of the setting and develop very positive relationships with each other. Older children smile as they hold hands with each other and sit down to eat their lunch together. Children are kind and respectful of each other. Even the youngest children are able to take off their shoes independently and get themselves ready for a sleep.

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Behaviour, attitudes and establishing routines Strong standard

Children are very well supported to develop positive attitudes to learning. They show that they are able to become deeply involved in their chosen activities. This helps them to learn to concentrate and focus.

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Behaviour, attitudes and establishing routines Strong standard

Effective adaptations are made in order that all children with special educational needs and/or disabilities behave well, develop positive attitudes to learning and understand the routines of the setting.

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Behaviour, attitudes and establishing routines Strong standard

Leaders actively promote the benefits of children attending all their early education sessions. As a result, children attend well, and families value the experiences and opportunities that the setting offers.

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Children's welfare and wellbeing Strong standard

Staff know children and their families superbly well. They take time to learn about children's likes and interests before they start at the setting. This helps children to settle into the setting easily. For children with special educational needs and/or disabilities, staff make sure that every aspect of their health and wellbeing is prioritised. For example, leaders have organised specialised training for staff to ensure all children's safety when eating. Staff are extremely responsive to the individual needs of children and the changing circumstances of the children and their families.

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Children's welfare and wellbeing Strong standard

Routines are managed seamlessly. Children are very well supported to eat nutritious meals independently and to keep themselves hydrated. All children are supported to make healthy lifestyle choices. They are given a wealth of opportunities to enjoy outdoor play to support their physical health.

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Children's welfare and wellbeing Strong standard

Younger children are encouraged to recognise and talk about their different emotions and how they are feeling. Children enjoy using mirrors to check their facial expressions and talk about how someone must be feeling if they are frowning or smiling.

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Curriculum and teaching Strong standard

The curriculum is of consistently high quality. Staff and leaders are extremely ambitious for what all children can achieve. There is a strong emphasis on sharing books throughout the different rooms of the setting. This means that children are learning key literacy skills highly effectively, while receiving excellent support for their communication and language development. For younger children, staff share the book 'A Squash and a Squeeze' together. Staff speak to children about the meaning of the words in the title of the book. They then use these words as children play to provide context and to help children understand new vocabulary. This approach is highly effective. The curriculum is sequenced superbly well and supports all children to make excellent progress.

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Curriculum and teaching Strong standard

Children benefit from a wealth of opportunities to learn about the world around them through forest school activities. This helps children to develop a breadth of knowledge across all areas of the curriculum. Staff encourage children to take physical risks safely as they navigate swings and use gardening equipment.

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Curriculum and teaching Strong standard

Leaders make sure that children receive high-quality interactions from staff. Staff are skilled at adapting their language to meet the developmental needs of all children, including those with special educational needs and/or disabilities. As a result, all children benefit from expert teaching which supports what they need to learn next.

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Inclusion Strong standard

Leaders and staff work tirelessly to provide superb support for children who may need extra help. Leaders help staff to identify any children who may not be making appropriate progress. Comprehensive plans are then put in place to help close gaps in learning for children. These are highly effective and help children with special educational needs and/or disabilities (SEND) or who are disadvantaged to make rapid progress. Staff work hard to find out as much information as possible about any children with SEND before they start at the setting. This helps staff to settle children in quickly and to make any adaptations to the curriculum promptly.

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Inclusion Strong standard

Strategies to monitor additional support for children are highly effective. This ensures that children and families consistently receive positive opportunities and experiences. Additional funding is used extremely effectively to reduce barriers to learning. For example, staff work with parents and carers and children to decide what would have the most impact on children's development. They then put plans in place to spend additional funding and check rigorously that these are working. As a result, children receive a targeted and tailored programme of additional support through the use of additional funding, which helps them to achieve superbly well.

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Leadership and governance Strong standard

Leaders and staff have created a high-quality setting that is deeply rooted in the community. Leaders are aware of the strengths of the staff team members and how their care for the children is paramount to the setting's success. Leaders continually strive to further improve the quality of provision and have future plans to create a sensory room to develop provision for children with special educational needs and/or disabilities.

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Leadership and governance Strong standard

Professional learning and development supports staff to continue to improve their practice and is tailored to the needs of individuals. Many members of the staff team have been employed at the setting for a number of years and comment that they would never want to work anywhere else. Staff are highly appreciative of the support they receive from leaders for their wellbeing and workload.

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Leadership and governance Strong standard

Parents and carers are extremely grateful for the care and support that staff provide. They comment that their children thoroughly enjoy coming to the setting and that staff provide excellent feedback on their children's progress and care. Parents add that transitions between rooms are handled highly effectively and that all children are exceptionally well prepared for the next stage in their education.

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

Children achieve extremely well at this happy and successful setting. All children enjoy their time at the setting and take great joy in learning new skills. Babies squeal with excitement as they play with large balls which light up when thrown. Older children enjoy practising their physical skills with pens and pencils in preparation for writing.

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

All children are superbly supported by staff to feel settled and comfortable in their care. When babies become tired, they are gently soothed and cuddled by staff who show them genuine affection. As a result, babies are comforted effectively and placed to sleep calmly. All children are very well prepared for the next stage in their learning.

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Address:

Lancaster Gate All children achieve well. This includes those with special educational needs and/or disabilities (SEND). With expert support from staff who know them extremely well, children with SEND demonstrate superb progress, and any barriers to learning are gradually reduced. All children are included, welcomed and valued by staff. Parents state that leaders are very responsive to their thoughts and views. Parents are particularly positive about the feedback they receive from staff about their children's care and education. They comment that this helps them to build on children's learning at home. For example, staff share information on birds that they have spotted in the outdoor area and encourage children to continue this activity in their home environment. This helps parents to be actively involved in their children's learning.

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Address:

Children are supported to behave extremely well. All children show that they feel safe and secure with staff as they enjoy cuddles. Staff talk about the unique characteristics of all the children they care for. They value children's individuality and provide the emotional security needed for children to develop their personalities.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, parents and carers 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. Holton Le Clay Grimsby DN36 5YS Type: Childcare on non-domestic premises

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About this inspection

Registered person: Rainbow Corner Day Nursery Limited

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About this inspection

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