Rainbow Day Nursery

Rainbow Day Nursery
Unique reference number (URN): 139435
Address: Torbay Hospital Annexe, Newton Road, Torquay, Devon, TQ2 7AB
Type: Childcare on non-domestic premises
Registered with Ofsted: 15/12/1988
Registers: EYR, CCR, VCR
Registered person: Torbay and South Devon NHS Foundation Trust
Inspection report: 19 May 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Strong standard
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff prioritise the curriculum for children's personal, social and emotional
development. Staff form very secure attachments with children from the beginning. They
model kind, friendly and respectful behaviour. Staff also establish clear routines and
consistent boundaries that support children effectively to understand what is expected of
them. This all helps children to learn how to form friendships and treat others. For example,
staff greet each other warmly when they arrive at work. Children copy this positive
interaction, welcoming staff enthusiastically with words and hugs when they enter a
playroom.
Staff teach pre-school children how to recognise their feelings and emotions. They support
children to understand that some children need more emotional support than others.
Consequently, children behave well and play harmoniously together and alongside each
other. For instance, for several minutes, babies sit facing each other each other in a basket,
communicating joyfully with smiles, eye contact, shakes of their head and babbling. Children
are kind, patient and caring. They learn to try to manage their feelings and behaviour for
themselves before asking staff for help.
Children develop positive attitudes to learning. From a young age, they learn the daily
routine and staff's expectations, and are keen to join in with activities. For example, babies
listen and watch with interest for several minutes when staff sing nursery rhymes. Two-year-
old and pre-school children engage deeply in their play for long periods of time.
Leaders monitor children's attendance and follow up any concerns. They encourage parents
and carers to bring their children regularly and on time. This is supported through close
professional relationships between families and staff. This positively impacts on children's
future outcomes.
Inclusion Strong standard
Leaders and staff take the time to work with, and get to know, children and their families
very well from the start. They are patient and kind. Staff praise and celebrate children's
achievements with enthusiasm. The prioritisation of inclusivity and children's emotional
security means that key persons form deep bonds with children very quickly.
Leaders and staff are skilled and experienced at recognising when children may benefit from
extra help. They take swift action to work with parents and carers to obtain the relevant
external support for these children. Leaders and staff work very closely with other
professionals to ensure that plans, routines and strategies are tailored to meet children's
individual needs. Staff are very knowledgeable about the children who require additional
support. They have high expectations for their development. Staff ensure that children
receive plenty of help, encouragement and opportunities to meet their targets. They
simultaneously provide children with time and space to play and explore independently
when appropriate.

Expected standard
Staff use a variety of strategies to communicate with children, including those with delayed
speech. For example, they teach children to use signing and refer to visual displays.
Children quickly become familiar with these communication strategies and subsequently use
signing at home. Staff also develop children's awareness of other languages, such as
teaching them familiar nursery rhymes in French. Leaders and staff consider each child's
interests and development when planning how to use additional funding. They monitor the
impact it has on the children's progress, to ensure that it is highly impactful.
Achievement Expected standard
All children develop the knowledge and skills needed for later learning, including starting
school. They are curious and eager to take part and have a go. Babies develop a love of
books from a young age. They select a book for staff to read to them individually. Babies
then focus for a sustained period while looking at the pictures, lifting the flaps and turning
the pages. Two-year-old children play very well together during their imaginative games. For
example, they help staff to arrange the chairs to form a 'train' and then after their journey,
they go on a pretend adventure at the beach. Pre-school children show enthusiasm when
staff support them to bash play dough using a mallet, to release the scents from the fresh
herbs. At times, some children do not have opportunities to extend their learning. During
these occasions, children continue to practise their existing skills, but do not receive the
support to develop this further.
Children's welfare and wellbeing Expected standard
Leaders have worked hard with staff to focus on ensuring that children feel safe and secure.
They do this through the implementation of flexible settling-in arrangements and the close
relationships that staff form with children. Children settle quickly when they transition to a
different room. Staff follow children's individual care routines sensitively. For example, they
are close by and support children to fall asleep in a calm environment.
Leaders and staff promote healthy lifestyles for children, including through their work with
children's families. For example, they support parents and carers with information about oral
hygiene and nutrition. Parents feel that this is useful and appreciated. Children benefit from
plenty of physical play in the fresh air. For example, pre-school children encourage each
other to balance along and climb an obstacle course in the garden, before jumping off at the
end. Leaders and staff provide healthy and balanced food for children. Generally, snack and
mealtimes are a sociable occasion. Staff sit with the children while they eat and supervise
them appropriately. However, during these times, they do not consistently give children their
full attention to support and participate in conversations with and between children. This
does not consistently extend children's language development.
Children enjoy attending the nursery and spending time with their friends. Staff are calm and
patient when encouraging children to practise managing self-care tasks independently. For
example, staff narrate each step of the process to pre-school children of how to put on a

waterproof all-in-one suit, until they succeed. Their friends helpfully remind them not to
forget to put their shoes on after, before they go outside to play.
Curriculum and teaching Expected standard
Leaders have designed a broad and interesting curriculum that supports children's learning
across all the areas of the early years foundation stage. Staff plan relevant experiences that
engage children and develop their skills and knowledge. However, at times, the quality of
teaching is not fully consistent across the whole nursery. For example, sometimes, staff
working with the two-year-old and pre-school children do not extend children's learning
during their play. This means that, on occasion, these children do not receive the support
needed to extend their learning further. That said, children with special educational needs
and/or disabilities (SEND) and those who face other barriers to learning benefit from high-
quality support. For example, staff use specialist equipment to ensure that children with
SEND can consistently engage in activities and routine tasks alongside their peers.
Typically, staff support children to build the skills they need for their next stage in learning.
Staff plan and provide attractive and stimulating play areas for children. This encourages
children to explore and make independent choices in their play. Staff support children's
communication and language well overall. In the baby room, staff narrate what children are
doing and what they point to, using simple language, and babies repeat single words.
Babies watch and listen, copy the sounds and words and respond in their own ways, such
as babbling and smiling. At times, such as during mealtimes and children's play, staff
working with the two-year-old and pre-school children do not support their speech as
effectively. For example, when children sit quietly and listen and watch with interest while
playing alongside other children, staff do not encourage them to join in with discussions.
Two-year-old children enjoy making marks using crayons and name the colours they use.
Staff support the pre-school children to count and become familiar with mathematical
concepts, such as words to describe different sizes.
Leadership and governance Expected standard
Leaders demonstrate a professional and reflective approach. Their ambition and careful
monitoring of the nursery have led to the provision of high-quality care and education for all
children. Leaders have a clear understanding of how their actions are making a difference
for children and their families. Leaders provide staff with regular supervision meetings and
training, and support for staff's wellbeing. For example, they respond promptly to any
emerging workload pressures. Staff enjoy their work and feel well supported by leaders.
However, although leaders recognise occasional weaknesses in some staff's practice, they
have not yet provided targeted support to develop the consistency of the quality of teaching.
Therefore, some children do not receive highly effective support to extend their learning
further.
Leaders focus on supporting children and families who experience disadvantage, including
carefully planning how to use additional funding to improve outcomes for children. For
example, leaders use funding to support children to regulate their emotions and to provide
additional staffing when children require extra help. Consequently, children with special
educational needs and/or disabilities and other barriers to their learning make particularly

rapid progress in their learning and development. Parents and carers comment that they
receive ongoing information about their children's experiences at the nursery and that their
children are thriving.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children arrive with confidence, eager to greet their friends and staff. They form very secure
bonds with the warm and friendly staff team. Children develop positive social skills, learning

Inspector:
Sarah Madge
many of these from staff, who act as positive role models. For example, pre-school children
compliment their friends by saying 'good use of your words, well done', copying praise they
have heard staff give to others.
Children show confidence, enthusiasm and curiosity as they learn in the well-organised and
carefully planned environment. For example, babies spend a long time looking at books with
staff. They watch and listen with interest when staff sing nursery rhymes. Babies develop
balance and coordination, such as when learning to climb the soft-play steps. They
manoeuvre themselves into a sitting position and slide down the other side. Pre-school
children become engrossed in their imaginative play, making 'hot chocolate soup' and 'cold
vanilla soup' from play dough. They await feedback from staff and visitors. Children beam
with pride when they receive positive reviews about the pretend food they have prepared.
They learn to count and help each other to work out how old they will be on their next
birthday. Children develop independence in their self-care. They have a positive attitude to
trying new things. For example, pre-school children concentrate when attempting to use
tongs with both hands to pick up sliced fruit for snack, until they succeed.
Children with SEND are welcomed and included by staff and children. Staff understand
children's needs very well. They implement clear and purposeful plans in collaboration with
other professionals. As a result, these children receive high-quality care and make
particularly positive progress from their starting points.
Next steps
Leaders should support staff working with the two-year-old and pre-school children to
provide more consistent support for children's speech and language, including during
mealtimes.
Leaders should support staff to extend the two-year-old and pre-school children's learning
more consistently.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, parents
and carers and children during the 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.

About this setting
Unique reference number (URN): 139435
Address:
Torbay Hospital Annexe
Newton Road
Torquay
Devon
TQ2 7AB
Type: Childcare on non-domestic premises
Registration date: 15/12/1988
Registered person: Torbay and South Devon NHS Foundation Trust
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00
Local authority: Torbay
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 19 May 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
54

Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.

The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
If you would like a copy of this document in a different format, such as large print or Braille,
please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.
You may reuse this information (not including logos) free of charge in any format or medium,
under the terms of the Open Government Licence. To view this licence, visit
www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy
Team, The National Archives, Kew, London TW9 4DU, or email:
psi@nationalarchives.gsi.gov.uk.
This publication is available at https://reports.ofsted.gov.uk.
Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright