Rainbow Corner Day Nursery Limited

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About Rainbow Corner Day Nursery Limited

Name Rainbow Corner Day Nursery Limited
Ofsted Inspections
Address Lancaster Gate, Holton Le Clay, Grimsby, DN36 5YS
Phase Childcare on Non-Domestic Premises
Gender Mixed
Local Authority Lincolnshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy. They form secure relationships with caring staff. Staff have high expectations of children's behaviour.

Children of all ages play harmoniously together. They learn to share, to take turns and to be kind and helpful to one another.Children demonstrate an understanding of how they can keep themselves safe.

Older children confidently talk about potential risks when they play outdoors. For example, they tell visitors that they are not to run when they hold sticks.Children think about how they can solve problems in their play in the forest area.

For example, staff ask children what materials the...y would like to use to make a pretend house. Children work together as a team, and they think about how they can rest sticks together to make them stand up. They demonstrate a positive attitude to learning.

Since the COVID-19 (coronavirus) pandemic, the manager has made changes to how staff keep parents informed about their children's learning. Staff give parents a written report that shows their children's achievements and what they need to learn next. Due to parents not going into the nursery, this keeps them informed about their children's development.

What does the early years setting do well and what does it need to do better?

Staff provide opportunities for children to take and manage risks in their play. Older children smile with enjoyment when they jump and splash in muddy puddles. They are excited to walk across logs, and show good balance and coordination.

The manager, the special educational needs coordinator and the staff support children with special educational needs and/or disabilities (SEND) very well. They work closely with other professionals and parents to provide support that meets children's individual needs.Staff actively promote positive behaviour.

They clap their hands to praise babies' achievements. Staff encourage younger children to sing songs that remind them to say 'please' and 'thank you'. Children are polite.

Staff encourage children to be creative. For example, when younger children pretend to be fire fighters, staff show them how to put out a pretend fire. Younger children develop an understanding of different occupations and develop their imaginative skills.

However, occasionally, during younger children's play, such as when they begin to talk about family members, staff do not follow children's immediate interests to expand children's knowledge further.Staff provide a curriculum that offers children opportunities to extend the experiences they receive at home. Children use binoculars to look for birds and learn about the life cycle of a frog.

This contributes to children's understanding of wildlife and the world around them.Staff help children to learn skills they need in preparation for their move on to school. Staff provide cutlery for children to use at mealtimes, and encourage them to make choices in their play.

This contributes to children being independent.Staff observe and assess children's learning. This helps them to identify and close any gaps in their learning.

Additional funding is used effectively to support individual children's needs, for example, to encourage children's interests in painting. Children make good progress in their development.Most staff provide children with opportunities to develop their communication and language skills.

Staff who support older children use a good range of questions when they talk to children. This helps to extend children's thinking skills. When staff talk to babies, they use simple words that encourage babies to develop their understanding of the objects they play with.

However, occasionally, some staff who support the younger children talk to children about what they are doing and do not use questions that challenge children to think.Staff provide opportunities that encourage children to have a sense of responsibility. They ask children to ring a bell to indicate when it is time to tidy away the toys.

Children show pride when they complete simple tasks.The manager and the senior duty manager support staff's well-being effectively. For example, they help staff to manage their workload.

Staff say that they feel supported by the management team.


The arrangements for safeguarding are effective.The manager and the staff have a good understanding of the signs and symptoms that may indicate a child is at risk of harm.

They know where to report any concerns they have about a child in their care. Staff carry out checks on the environment and ensure it is clean. This helps to provide a safe environment for children to play.

Staff gather information about children's medical and dietary needs when they first start. This helps them to meet children's good health.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen staff's interactions with younger children to help extend and build further on children's immediate interests help all staff in the toddler room to use questions that challenge and make children think.

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