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
Inspection report: 29 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.

Expected standard
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.

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 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.
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

Inspector:
Briani Morris
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.
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.
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.
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.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator
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.

Unique reference number (URN): 2783749
Address:
Rainbow Nursery, Sefton House
Salisbury Street
HULL
HU5 3EU
Type: Childcare on non-domestic premises
Registration date: 27/03/2024
Registered person: Child Dynamix
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Kingston Upon Hull City Council
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 29 May 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
47
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.
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