Ringle Rainbow Nursery

Ringle Rainbow Nursery
Unique reference number (URN): 2747539
Address: St. Faiths Centre, Moncktons Lane, Maidstone, ME14 2PY
Type: Childcare on non-domestic premises
Registered with Ofsted: 06/10/2023
Registers: EYR
Registered person: Rainbow Nursery and Preschool LTD
Inspection report: 25 March 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
Children's welfare and wellbeing Strong standard
Through well-designed routines, children develop an understanding of behaviours and
habits that support their welfare and wellbeing, such as a healthy diet and oral health. Staff
take on key roles to implement daily physical activities and learning opportunities. This
securely embeds the importance of movement and physical play for children of all ages and
abilities.
Relationships are extremely secure. Children seek out trusted adults and settle quickly after
short moments of comfort. Staff use calm voices and clear routines. Children begin to name
their feelings and accept help when they find things difficult. They recover quickly because
they feel understood.
Children who may be disadvantaged and those with additional needs receive effective
support, ensuring their welfare and wellbeing are prioritised. Staff promote healthy routines
such as regular handwashing and safe eating practices, and they encourage children to take
responsibility for their own hygiene.
Healthy, balanced meals are enjoyed by the children. Staff follow strict procedures for
allergies and dietary needs so children stay safe and parental preferences are met. Older
children show independence by serving themselves and clearing away their plates. For
instance, they pour drinks and scrape their plates after lunchtime. Staff supervise mealtimes
well, promoting social interaction. Staff sit with children, engaging them in conversations
about foods they like and about the day. The relaxed atmosphere successfully enhances
children's social skills.
Staff consistently follow robust procedures to promote children's safety and welfare. They
involve children in managing their own safety. For example, children tell adults the golden
rules that keep them safe during forest school.
Curriculum and teaching Strong standard
Leaders and staff plan an enriching curriculum, such as forest school, that sparks children's
imagination, creativity and natural curiosity. This includes weekly trips into the woods to
learn about nature first hand. Staff make sure that all children can take part in activities.
They adapt the environment and resources so that children who need extra support can join
in with their friends. This helps children to feel included and develop confidence in their
abilities.
Children with special educational needs and/or disabilities (SEND) receive targeted support
from the nursery staff. Leaders ensure staff are effective at identifying gaps in children's
learning and supporting children with SEND. Staff are knowledgeable about children's
individual needs and manage these in a positive way. For example, staff have worked with
specialist teachers to support children and their families who have been identified as
needing further support to develop their emerging language skills.

Assessment is ongoing and informs teaching. Staff use effective systems and individual
plans to ensure learning is matched to each child's starting point and stage of development.
Staff communicate regularly with families, sharing progress and next steps, and they work
together to ensure that every child receives the support they need to succeed. The
curriculum is well taught, and children make consistent progress across all areas of learning.
Mathematical language and concepts are woven into everyday routines and play. Children
count during activities such as filling containers or sharing resources, and they develop an
understanding that numbers represent quantity. Staff introduce mathematical concepts such
as 'big', 'little', 'more' and 'less', supporting children to use mathematical language in
meaningful contexts.
Inclusion Strong standard
Leaders and staff identify and assess children's individual needs with care and precision.
Staff quickly recognise when a child requires additional support and respond by coordinating
with external professionals and adapting routines. For example, children with physical needs
benefit from joint meetings with therapists and tailored equipment.
Leaders ensure that children who are known to, or previously known to, children's social
care are well supported. They welcome other agencies into the nursery to work in
partnership with children and families. These children develop close bonds with their key
person. Staff know these children well and plan appropriately for their ongoing learning.
Leaders have an in-depth knowledge of their community and the families who use their
nursery. They recognise that children have different starting points and life experiences and
strive to minimise the barriers to their learning. For instance, some children speak English
as an additional language, have special educational needs and/or disabilities or face other
barriers.
Leaders acknowledge that some children do not have access to outdoor play spaces at
home. Leaders make robust use of additional funding, such as early years pupil premium
funding, to deepen and enrich children's social and cultural experiences. For example,
leaders organise weekly visits to forest school, and children enjoy taking home the nursery
hamster and completing her journal. Staff use these opportunities to broaden children's
experiences. This, in turn, supports children's knowledge and understanding of the world.
Staff work in partnership with parents and other professionals to provide targeted support
and close any gaps in children's learning. Any additional funding the nursery receives is
used to support children's individual needs.
Leadership and governance Strong standard
Leaders have established an inclusive culture where all children, including those who are
disadvantaged and those with special educational needs and/or disabilities, are identified
swiftly and supported effectively. Leaders work in partnership with parents and professionals
to secure support and interventions for children as needed. Leaders ensure that staff have
an understanding of their roles and responsibilities. Staff are reflective. For instance, they

Expected standard
share ideas during meetings, which leads to the planning of new activities and continuous
improvements to the nursery.
Recruitment procedures are robust to ensure that staff are suitable, with a well-structured
induction programme that is followed by all newly appointed staff. Regular and meaningful
supervision arrangements and in-the-moment coaching ensure staff continue to be suitable
and rapidly develop their confidence and skills. Leaders provide expert modelling and
guidance to staff so that they develop a deep understanding of child development and are
able to deliver consistent, high-quality teaching. Leaders' curriculum ethos is woven through
all aspects of practice.
Staff wellbeing is a clear strength. Leaders check in with staff often and use supervision to
offer guidance, reassurance and professional challenge. The open-door culture is genuine.
Staff say they can talk to leaders at any time and feel heard. As a result, morale is high, staff
feel happy in their jobs and stability across the team benefits children every day.
Achievement Expected standard
Children make progress through the curriculum, particularly in communication and
language. Staff consistently model positive interactions that support children to develop
vocabulary and confidence. Disadvantaged children, those with additional needs and those
previously known to social care achieve well from their starting points, as evidenced by
tailored interventions and regular monitoring. For example, children with speech and
language needs receive targeted support through specialist input and individual plans. All
children are well prepared for their next stage of learning with a curriculum that emphasises
life skills, resilience and readiness for school.
Children develop their independence and self-care skills from an early age. Alongside this,
children build confidence, resilience and social skills through collaborative play and problem-
solving activities, such as engaging in imaginative role play in 'home corners'. These
experiences ensure that children are well prepared for the next stage of their education,
both in their learning and personal development.
All children, including those with special educational needs and/or disabilities and those who
speak English as an additional language, typically progress well in their learning and
development. Staff have clear strategies in place for communicating children's next steps,
which enables them to support all children. Children's learning is consolidated by repeating
activities, which builds children's confidence in the skills they have learned.
Staff plan an ambitious range of activities to support children in making good progress.
However, during transitions between activities, children are occasionally unsure what is
expected of them, which can affect the smooth flow of routines.

Behaviour, attitudes and establishing routines Expected standard
Staff have high expectations of children's behaviour and attitudes. They establish positive
routines that help children to know what happens now and next. For instance, children know
when it is tidy-up time or when it is time to wash their hands before meals. Children manage
some self-care tasks, such as getting their coats on ready for outdoor play. Staff support
children in building their independence by giving time for children to try and problem-solve to
successfully manage putting their coats on. However, this can take a long time and children
can become distracted.
Children are encouraged to cooperate, take turns and play alongside their friends. For
example, young children share tools while making shapes with dough, and older children
collaborate with staff and their friends as they pretend to cook in the role-play kitchen. Staff
speak gently to children to help manage their emotions. Reasonable adjustments are made
for children with special educational needs and/or disabilities and those who may face
additional challenges. For example, staff provide visual cues and extra prompts to support
them to engage fully with routines.
Leaders and staff monitor attendance carefully. They work with parents when children are
late or struggle to attend the setting. Leaders ensure that they have the support they need to
benefit fully from daily routines and learning.
What it's like to be a child at this setting
Children are happy and learn through play in a warm and nurturing setting. Leaders have
developed a curriculum to consistently meet the needs of all children, including those from
disadvantaged backgrounds, which sees them making effective progress and achieving
well. Children eagerly explore the well-planned environment and remain focused for
sustained periods. Children benefit from warm, trusting relationships and confidently
approach staff for comfort and reassurance. This helps them to feel they belong in the
setting, including those who have recently joined.
Children access a well-sequenced curriculum that gradually develops their independence,
social skills and communication and language abilities. This supports children to feel
confident as they progress through the nursery and prepares them well for the next stage in
their education. Children greatly enjoy their forest school sessions, where they develop
independence and resilience as they explore and investigate the natural environment.

Inspector:
Collette Bradshaw
About this setting
Unique reference number (URN): 2747539
Address:
St. Faiths Centre
Moncktons Lane
Maidstone
ME14 2PY
Type: Childcare on non-domestic premises
Children who attend the nursery live in a culturally diverse community. Many speak different
languages at home, and staff use their home languages to enhance their developing
communication skills. Leaders seek parents' views, and their contributions are used to drive
change and improvement. For example, following parental feedback, leaders have
introduced contact books as well as the online platform. These show parents who will be
looking after their children and support children to settle smoothly into the nursery.
Children achieve well, feel a strong sense of belonging and thrive in an environment that
nurtures their uniqueness, keeps them safe and prepares them well for their next steps.
Leaders understand the importance of attendance and work flexibly with parents to help
children attend regularly.
Next steps
Leaders should support practitioners to embed well-structured routines to help children
consistently understand what is expected of them during transitions between activities.
About this inspection
The inspector spoke with leaders, staff, parents, children and a special educational needs
coordinator 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.

Registration date: 06/10/2023
Registered person: Rainbow Nursery and Preschool LTD
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Kent
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 25 March 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
25
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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