Holy Trinity Pre-school

What is it like to attend this early years setting?

Staff create an environment that supports children to learn about the world around them. Pre-school children enjoy their time at the local allotment, where they learn to grow and care for vegetables. Children readily take part in adult-led activities. For example, staff demonstrate how to plant seeds. Children watch with interest and then copy, using their hands to spread the soil in the planting area. They show curiosity, asking why some of the soil is squashed together and hard to spread. Staff explain the soil has become 'compacted' and they help children to consider how to break the soil up. Children recall from previous activities that plants need water. They use their arm muscles to safely lift and carry watering cans, and they work with their friends to water the plants.

Staff provide activities that help children to develop their early independence skills. For example, children politely tell staff when they need to use the toilet, and they wash their hands before meals and after outdoor play. Staff are vigilant and notice when children struggle to open their food packets during lunchtime. Staff demonstrate how to 'pinch and pull' the food packaging, which children readily copy. They show delight when they successfully open their packets. This helps children learn to do as much for themselves as possible.

What does the early years setting do well and what does it need to do better?

• Leaders have taken a positive approach to addressing the weaknesses raised at the previous inspection. They have now ensured appropriate suitability checks have been undertaken for all staff who work with children. In addition, leaders have shared information with Ofsted regarding new committee members. This has enabled Ofsted to complete the required suitability checks to ensure that committee members are suitable for their roles.
• Leaders ensure that all staff receive regular supervision and are supported to undertake professional development opportunities to enhance their knowledge and practice further. Staff say they enjoy working at the setting and that leaders are supportive.
• Parents are overwhelmingly positive about the care their children receive. They state that staff provide support and guidance to help ensure their children make good progress. For example, staff have worked with parents to develop strategies to support their children with toilet training and developing their communication skills.
• Staff ensure that all children are kept safe in the sun. Children are encouraged to take regular drinks of water during outdoor play to stay hydrated. Staff remind children to wear sun hats to protect their heads, and they are supported to put on sunscreen. This helps children to learn about sun safety.
• Overall, staff are good role models. They encourage children to use their manners, share resources and take turns during play. When some children ignore staff's requests to play appropriately, staff are patient and persevere. That said, some staff wait for more confident staff to deal appropriately with unwanted behaviour. This sees the unwanted behaviour go on for longer than necessary and children do not learn what is expected of them.
• Generally, staff support children to understand the routines and structure of the day. For example, pre-school children follow staff's instructions and eagerly line up with their peers to go out into the community. However, at times, staff do not always prepare for all transitions effectively. This means children spend lengthy periods waiting for the next activity to start. As a result, children struggle to stay focused and some become disruptive.
• Leaders have worked with staff to develop and plan a broad and balanced curriculum for children. Staff know the children well, including what makes them unique. They determine appropriate next steps and understand how to embed these within children's play. However, at times, staff do not deploy themselves well enough. This means children sometimes lack the support needed from staff to engage in meaningful learning and play.

What the setting must and should do next

The provider should:

• develop effective behaviour management strategies that support staff to be consistent in their approach and build on children's understanding of behaviour expectations
• enhance the organisation of transition times between activities to avoid lengthy waiting periods for children and maximise their time spent in purposeful play
• strengthen staff deployment to support staff to engage with all children to increase children's enjoyment and extend their learning.