Rainbows Day Nursery

Rainbows Day Nursery
Unique reference number (URN): EY403511
Address: 13 Grosvenor Road, Bircotes, DONCASTER, South Yorkshire, DN11 8EY
Type: Childcare on non-domestic premises
Registered with Ofsted: 06/01/2010
Registers: EYR, CCR, VCR
Registered person: Williams, Keely
Inspection report: 29 April 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 are developing their language and communication skills. They engage in circle-time
activities that focus on supporting their speech and language skills. Pre-school children take
turns to choose spoons that represent nursery rhymes. They join in with the words and
actions to the familiar songs. Babies babble during play, repeating simple words back to
staff. When playing with toy cars, babies say 'beep beep' as they toot the horn.
Overall, children achieve well from their starting points and gain skills that will prepare them
for their move on to school. That said, on occasion, children are unable to participate with
their chosen activity. This is because, at times, staff limit the number of activities provided.
As a result, some children wander around looking for resources to engage with and are not
learning as much as they could at these times.
Behaviour, attitudes and establishing routines Expected standard
Children behave well across the setting. They respond positively because staff give
consistent expectations. Children develop positive relationships with staff and show
confidence in their environment as they join in activities. Staff are effective role models,
encouraging children to be kind and mindful of their friends. Staff help children to share, take
turns and play together. Pre-school children recognise when it is tidy-up time. They busy
themselves, readily putting away toys in the correct place. Children receive praise from staff
for their hard work.
Staff know the children in their care well. They provide gentle support to enable all children
to take part in daily routines. This includes children with special educational needs and/or
disabilities. For example, staff give children reassurance and time, allowing them to join in
group activities at their own level and pace. As a result, children are taking part in these
activities for increasing periods of time while still feeling secure.
Leaders routinely monitor children's attendance. They ensure that any lapses are checked
to keep children safe. Staff work closely with parents and carers to help them understand
the importance of regular attendance and how it may affect their child's development.
Curriculum and teaching Expected standard
Leaders have developed a broad curriculum. They understand their team well and recognise
where staff need further support. Leaders identify that some activities for older babies are
not consistently planned well enough to maximise their learning. For example, older babies
or those that are more capable are not always provided with well-considered resources and
activities to engage with. This means, sometimes, these children are not learning as much
as they are capable of.
Children enjoy outdoor play, and their developing physical skills are well supported. Pre-
school children use their arm muscles as they dig in the sand to make pretend ice creams.

Needs attention
Older babies use their leg muscles to push themselves along on small tricycles. Staff
demonstrate how to use the handle to steer the tricycle in different directions. Older babies
copy this, safely navigating the larger play equipment.
Staff weave mathematical vocabulary into children's play. Pre-school children talk with staff
about colours and shapes during play. Staff sing number songs with children, holding their
fingers up to demonstrate the correct number. Babies cosy up to staff as they count colourful
bricks. This helps children to understand early mathematical concepts.
Staff use mealtimes as a learning opportunity. They support children to position their hands
correctly, enabling them to use cutlery effectively. Children with special educational needs
and/or disabilities receive focused support. Staff provide gentle reassurance to help them to
remain seated and eat with their friends.
Inclusion Expected standard
Children are made to feel welcome at the setting. Leaders and staff take time to get to know
each child and their family. As a result, staff identify any gaps in children's learning or
children with special educational needs and/or disabilities (SEND) early on. Leaders work
well with external professionals involved in children's lives, such as speech and language
therapists and social workers, ensuring children's continued wellbeing.
Leaders and staff ensure ongoing assessment of children's development to provide tailored
support for those with SEND and those who may face other barriers to learning. They
regularly observe children's progress to ensure that they make steady progress from their
starting points. Leaders use funding effectively to support children. For example, they use
targeted funding to provide children with sensory resources and creative materials to
support their preferred learning style. In addition, leaders have upgraded the outdoor play
area and purchased resources to support children's physical development needs.
On minor occasions, some children wander around the room looking for something to
engage with. This is because staff do not consistently use the setting's space effectively,
which limits the number of children who can engage in play. At these times, children are not
learning as much as they could.
Children's welfare and wellbeing Needs attention
Leaders and staff ensure that children sleep in safe positions, and staff check on them
frequently. However, potential risks for some children are not yet fully considered. For
example, older babies share a large mattress, with their heads positioned directly next to
other babies. While staff supervise children effectively, ensuring that they do not roll onto
others, this does not provide children with a separate sleep space and, therefore, does not
fully promote safer sleep.

That said, leaders create an environment where children are happy and settled. Children
enjoy a healthy and balanced menu. Staff provide them with fresh drinking water throughout
the day. There are systems in place to ensure that children's dietary needs and food
preferences are met. All children have access to daily fresh air and exercise.
Children build secure attachments with their key persons. They develop a sense of
belonging and demonstrate confidence and independence in their surroundings. Leaders
work closely with parents and carers and other professionals to implement targeted support
for children with special educational needs and/or disabilities, so they feel included and
valued.
Staff encourage children's early independence skills, which are embedded in daily routines.
Pre-school children take away their dirty plates at mealtimes and put their leftover food in
the bin. Older babies show determination to do things themselves. Staff ensure that they are
close by to safely support their endeavours.
Leadership and governance Needs attention
Leaders have taken a positive approach to addressing the weaknesses raised at the
previous inspection. They now ensure that staff receive coaching and support to help them
develop their skills and knowledge on all aspects of children's care and learning. Leaders
consider staff's wellbeing and workload. They ensure that support is available when needed
and expectations are realistic. This helps to maintain a safe and positive environment for
everyone.
Leaders are reflective and strive to provide children with the best experiences and learning
environment they can. They monitor practice through regular observations and discussions
with staff. Leaders recognise they need to take a more robust oversight of the setting's safer
sleep procedures. This is to ensure that all potential risks are considered and arrangements
fully promote safer sleep for all children.
Leaders and staff develop positive relationships with parents and carers. They use a variety
of ways to engage parents in supporting their child's next steps and to understand their
child's developmental stage. Parents say staff provide ideas to help their children make
progress at home. They say their children are developing their communication skills and
have settled well at the setting. Leaders work with external professionals so children,
including those with special educational needs and/or disabilities and those who face other
barriers to their learning, receive appropriate and targeted 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
While leaders ensure that younger babies are placed to sleep safely and checked on
frequently, some care practices need more attention. For example, leaders have not fully
identified the risk from older babies sharing the same sleep space as others. This does not
fully support children's wellbeing and welfare.
Children enjoy their time at this welcoming setting. Even the youngest children build secure
attachments with the consistent and familiar staff team. This helps children to settle quickly
and feel safe and secure. For example, babies snuggle up to staff as they drink milk from

Inspector:
Susan Hyatt
their bottles. Children show high levels of confidence during their play. When staff offer help,
children politely refuse, preferring to do things for themselves. Children thoroughly enjoy
outdoor play. Pre-school children confidently push themselves along on bicycles and
scooters. Staff remind children to be mindful of their friends, which helps children to play
safely. Other children develop their muscle strength as they kick, throw and chase balls.
Staff working with babies understand each child's level of physical ability. They encourage
babies to gain confidence on their feet, holding their hands to provide confidence with their
early steps.
Leaders and staff promote an inclusive environment for children. They undertake regular
observations and assessments to identify children's emerging needs and to establish
appropriate next steps. As a result, all children, including those with special educational
needs and/or disabilities, make progress from their starting points. Children behave well.
They receive support to use their manners, listen to instructions and share with their friends.
For example, during a sand play activity, staff do not have enough resources for all children
to purposefully take part at the same time. Staff help children to understand how to take
turns so that everyone gets the opportunity to play. This helps children to develop the social
skills needed to play and learn cooperatively with others and build friendships.
Next steps
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following action by the assigned date:
Action Completion Date
ensure that areas where older babies sleep are fit for
purpose and do not pose a health risk to them
08/05/2026
About this inspection
The inspector spoke with leaders, staff and parents and carers 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): EY403511
Address:
13 Grosvenor Road
Bircotes
DONCASTER
South Yorkshire
DN11 8EY
Type: Childcare on non-domestic premises
Registration date: 06/01/2010
Registered person: Williams, Keely
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Nottinghamshire County 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 April 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
50
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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