Holy Trinity Pre-School

What is it like to attend this early years setting?

Staff greet children with warmth and affection when they arrive at this setting. They tell children they are happy to see them and thank them for coming when they are collected by parents at the end of the day.

Staff arrange experiences for children which teach them about cultural traditions celebrated by their friends. For example, children learn about the celebrations of Eid when a parent visits to explain how this is celebrated by families. Staff help children to learn about the beautiful clothing which is worn and how prayer mats are a special part of religious practices. They discuss where families go to pray and describe the features of a mosque, encouraging children to see if they can find one when they go on outings with their own families. Children who celebrate Eid are proud to share their experiences with others.

Children behave well and show respect to each other. Staff teach children to wait their turn when using climbing equipment outside and to be mindful of their friends. Children pay attention and follow the instructions given to them. They are reminded to use manners when asking for something and take responsibility to tidy away after themselves.

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

• The curriculum centres around the skills children need to learn to help them be prepared for their next stage of learning. Staff plan activities based on chosen themes. They thread these themes through all areas of the curriculum, which helps to reinforce children's learning.
• Children are engaged in activities which motivate them to learn. They develop their concentration as they make choices over their play. They show curiosity when staff ask well-timed questions that promote their thinking skills.
• Children learn to be independent. They practise putting their own shoes and coats on and manage their personal care needs well. Staff place tissues at various points around the room, which children independently access to wipe their nose when needed. This helps children to become self-sufficient.
• Overall, routines are well planned to meet children's needs. Children know what is expected of them and listen to instructions from staff when they need to tidy away or wash their hands before mealtimes. However, there are times when staff do not take the full opportunity to maximise children's learning, particularly at transition times. For example, some children do not have sufficient space when they sit together to join in with singing activities before lunch. As a result, children do not fully benefit from the learning opportunities available to them.
• Children with special educational needs and/or disabilities are well supported. Staff identify any emerging delays in development and act swiftly to address these. The special educational needs coordinator works with staff to implement strategies which help children to make progress. She liaises with external agencies to access the support needed for children. She works closely with parents and other professionals to ensure children's needs are being met. As a result, all children make good progress.
• Parents and carers are extremely complimentary about the care their children receive. They feel valued and included in their children's time at the setting. They particularly appreciate the support they receive as a whole family unit and comment on the way staff get to know children and families well. They say children make good progress and they are kept informed about what children are learning, and how they can support their progress further at home. Parents comment that transitions are seamless, and children have the skills they need to prepare them for their move to school. They mention the nurturing nature of staff and the dedication shown to ensuring children are happy and safe.
• Staff feel supported by managers. They meet regularly to discuss their roles and identify training, which will help to improve staff practice. Leaders make links with early years advisors to ensure their knowledge is up to date and share ideas about how to improve outcomes for children.

What the setting must and should do next

The provider should:

• develop the organisation of routines, particularly during transition times so that children's learning can be fully maximised.