URN 2869555 · Inspected 2026-04-27 · Published 2026-07-20 · Inspector: Jo Clark
Rainbow Friend Childcare Unique reference number (URN): 2869555 Address: Thurcroft Welfare Community Hall, Katherine Road, Thurcroft, Rotherham, S66 9HF Type: Childcare on non-domestic premises Registered with Ofsted: 15/10/2025 Registers: EYR, VCR Registered person: Rainbow Friend Childcare LTD Inspection report: 27 April 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Expected standard Safeguarding standards not met Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. Leaders, including those responsible for safeguarding children do not understand the procedures to follow if an allegation is made against a member of staff and who they need to contact. This compromises children's safety. Staff understand and can recognise the possible signs and indicators that may indicate a child could be at risk of harm. Leaders implement safe recruitment practices to ensure only adults suitable to work with children do so. 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. Achievement Expected standard Children including disadvantaged children, those known to social care and children facing other barriers to their learning, make progress across all areas of learning and development. Children benefit from a wide range of purposeful experiences that strengthen their physical development and confidence. Babies learn to explore textures and mark making supporting their sensory development. Older children learn to throw and catch balls, building on their coordination and control. They enjoy taking part in the games and playing with the resources created by imaginative staff. Children begin to understand and use mathematical language in their play. Furthermore, children engage in back-and-forth conversations, join in with action songs and listen attentively to stories. They show good listening skills as they confidently sing familiar songs and rhymes. These experiences help children to be prepared for the next stage of their learning. Behaviour, attitudes and establishing routines Expected standard Attendance is monitored daily. Leaders promote punctuality and regular attendance to help families establish good habits that support children's learning. Older children are developing independence in their self-care routines. They wash their hands, use the toilet confidently and learn to put on their coats and shoes. Staff act as positive role models, ensuring children know what is expected of them. Staff gently guide children to make positive choices in their interactions with their friends and support them when they sometimes forget. Staff provide a caring and nurturing environment for babies where they feel safe. Babies seek out adult support and guidance when needed or just to have a cuddle before they continue to explore their surroundings. Leaders and staff ensure babies have regular time and activities separate from older children. This enables staff to closely focus on the individual needs of the younger children. Older children, including those with special educational needs and/or disabilities understand routines and transitions within the nursery. For example, staff show children that struggle with transitions pictures of what they are doing next, such as going into the outdoor area. This helps children to prepare for imminent changes with minimal upset. Curriculum and teaching Expected standard Leaders ensure that the curriculum is sequenced so that children and babies learn and develop the skills and knowledge that they need before moving onto their next stage in learning. For example, babies learn to drink from a cup with a lid while older children learn to use an open cup. Staff promote babies' and children's communication and language skills effectively. They routinely sing songs, read stories and encourage conversations. Children who speak English as an additional language make particularly steady progress because staff have the necessary skills to support their emerging language skills. Children with special educational needs and/or disabilities receive targeted intervention that helps to promote their development well. The curriculum for physical development has been strengthened with access to the outdoor area. Staff offer a range of opportunities for children to be physically active, which supports their strength, balance and coordination. Children gain confidence in exploring what their bodies can do, such as navigating the top of the slide and learning to manoeuvre the bikes. Staff introduce children to early mathematical concepts, including counting, sorting and recognising numbers and shapes. For example, children have fun sorting and recognising shapes for the shape monsters to eat, laughing when they feed it the wrong shape. Planned activities help children to begin to use these mathematical skills with increasing confidence. Staff have a secure understanding of children's interests and use this knowledge to shape engaging learning experiences. Inclusion Expected standard Leaders have a sound understanding of their local area and the needs and different circumstances of the families they serve. They are committed to ensuring all children and families are provided with help where needed. For example, families new to the country are directed by staff to health and dental services available in their local area, so that children have access to health services when needed. Children with special educational needs and/or disabilities and those who face barriers to learning, are provided with individualised support to help them make positive progress from their starting points. Leaders use additional funding effectively to promote children's interests and reduce any gaps in their learning. For example, they provide nutritious meals, the opportunity to attend library sessions and visits to see the butterfly house. To promote children's next steps in development leaders have purchased a climbing frame and they monitor the impact this has on children's physical skills. Leaders ensure that staff understand the graduated approach and recognise that for some children, progress is measured in smaller steps. Staff are Needs attention Urgent improvement ambitious for all children, and they work hard to ensure children are ready for their next stage in learning. Staff ensure babies and older children have age-appropriate activities and resources and can access these in age-related groups. For example, babies explore coloured scarves while playing peek-a-boo with staff. Older children make marks in flour, practising letter formation safely away from the babies. Children's welfare and wellbeing Needs attention Leaders fail to ensure that there is enough seating for all children at mealtimes, including those that attend flexible hours. Poor organisation at these times means that when there are more children alternative seating is not sought and children sit away from their friends. Procedures to maintain a clean and hygienic area where children eat are not followed. As a result, children eat directly off tables which have not been cleaned appropriately, which compromises children's health. Leaders and staff form positive relationships with children and their families. Staff respond to children's unique needs and provide ongoing reassurance through the key-person system, which helps to create a secure base from which to explore and learn. Staff focus on supporting children's emotional needs, which helps children to feel safe and ready to learn. Babies settle very quickly and develop trust in the staff who care for them. Older children regularly invite staff to play with them. They enjoy listening to staff and telling stories about what is important to them, such as life at home. Staff support children's personal development effectively. With support, children are gently encouraged to tackle tasks, such as handwashing and feeding. Babies use cutlery and older children get themselves ready in preparation for playing outside. Children benefit from a range of healthy, nutritious meals and snacks, and parents are given the option of providing a healthy alternative meal from home. Healthy lifestyles are promoted effectively, such as the importance of looking after teeth, and staff ensure that sleeping practices are followed. Leadership and governance Urgent improvement Leaders have not provided training to ensure those taking the lead role in safeguarding understand what their roles and responsibilities are. This means that children's safety cannot be assured. Leaders do not ensure that there is sufficient seating for children at mealtimes. This means that children are asked to sit on the floor or sit away from their friends in another room. Hygiene routines around mealtimes are not implemented effectively to keep children healthy. Leaders recognise the higher number of children attending who are new to the country and the wider challenges within the community, as well as children with special educational needs and/or disabilities, and plan accordingly. Leaders work with external professionals so children can access timely support where needed. As a result, children receive care and learning that reflect their individual circumstances. All staff receive supervision and complete required training. Leaders generally ensure professional development is aligned to identify weaknesses and target training to support these. Staff report that leaders are approachable and supportive in their role. Leaders are not consistently proactive in identifying areas for improvement, such as mealtime routines. However, when areas for improvement are identified leaders act quickly to address these. 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's safety is compromised as leaders do not understand the procedures to follow if an allegation is made, and who they would contact in line with local authority policies and procedures. Staff do not always ensure there is adequate seating for children at mealtimes, particularly when children attend outside of their scheduled hours of attendance. Children's health is not considered when children eat from an unhygienic table. Children benefit from experiences provided by staff that build on what they know and can do. This ensures all children, especially those with special educational needs and/or disabilities and those who face barriers to their learning, make positive progress from their starting points. Children enjoy the learning experiences that staff put in place for them. They make their own independent choices about their learning. Children grow in confidence as Inspector: they develop their language and communication skills. Those who speak English as an additional language learn to say words and communicate in dual languages. This means children develop the necessary skills and knowledge ready for their next educational stage. Children are supported and encouraged by staff who know them well and have formed positive and caring relationships. Staff understand how children like to learn best and provide activities and experiences that children enjoy, and actively participate in alongside their friends. Effective partnerships with parents provide sources of support to ensure all families can access help and advice where needed. The positive relationships that leaders develop with families ensure that children continue to attend regularly. Children's diverse backgrounds and cultures are supported by staff who understand and celebrate children's uniqueness. Children learn to celebrate and find out more about the differences and similarities they share with others. Next steps To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date: Action Completion Date ensure all staff, including those responsible for safeguarding children understand the procedures to follow if an allegation is made against a member of staff 01/07/2026 ensure there is provision for all children to be provided with suitable seating when eating meals 01/07/2026 provide children with plates or bowls when eating and ensure eating areas are clean and hygienic. 01/07/2026 About this inspection The inspector spoke with the manager who is also the special educational needs coordinator and designated safeguarding lead. The inspector spoke with staff throughout 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. Jo Clark About this setting Unique reference number (URN): 2869555 Address: Thurcroft Welfare Community Hall Katherine Road, Thurcroft Rotherham S66 9HF Type: Childcare on non-domestic premises Registration date: 15/10/2025 Registered person: Rainbow Friend Childcare LTD Register(s): EYR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Rotherham Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 27 April 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 20 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. 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