New Trinity Pre-School

What is it like to attend this early years setting?

Children arrive happy and confidently leave their parents and carers at the door. Staff provide a warm welcome and children enjoy their time at the pre-school. Children demonstrate that they feel safe and have a good sense of belonging as they talk about their morning to members of staff. Staff know the children and families well. This helps children to quickly settle in this friendly pre-school.

Staff plan a highly ambitious curriculum that focuses on children's communication and social skills. Staff are skilful as they introduce new vocabulary in children's creative play. Children enjoy using a range of textures, tools, and materials in imaginative ways. For example, they create pictures using chalk, paint, and pencils. Children concentrate as they draw beetles for their spring weather board. They carefully cut out their shapes and glue them on card. Children are proud to display their creations in the pre-school. Staff recognise the importance of children returning to their creations. This allows children to fully consolidate their learning.

Staff have high expectations of children's behaviour. They are positive role models. Staff gently remind children to use their manners, and give them time to negotiate sharing resources. This helps children to manage their behaviour and develop kind friendships. Children's behaviour is good; they treat each other with consideration and respect.

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

• Leaders have worked hard with staff to develop a good curriculum that is based around themes and the children's interests. Staff plan a variety of activities for children. They have a clear understanding of the learning intentions within their curriculum, which is well sequenced to help children to remember previous learning. This helps children to consolidate and build on their prior knowledge.
• Staff develop children's communication skills well. They use children's favourite stories to broaden their growing vocabulary. Children who speak English as an additional language are well supported. Staff use simple sentences and gestures to support children's understanding. This helps all children to achieve a good understanding of English and develops their speech over time.
• Staff provide experiences to develop children's physical skills. For example, staff provide children with resources that encourage them to practise pouring water from the water tray to a bucket. This helps to develop their large-muscle skills.
• Staff support children's early literacy very well. Storytelling is used to extend children's language as they talk about what words mean and expand their vocabulary. Staff encourage children to make predictions about what will happen next. Children are confident at repeating the familiar phrases. This helps to prepare children well for the skills they need for school.
• Children have high levels of confidence. This is because staff focus on teaching children how to understand and manage their own feelings. Children understand the impact that their actions can have on others. This helps children to play cooperatively together.
• Staff's interactions with children are good. They play alongside children and support them to develop their imaginations as they pretend to cook in the role-play area. However, staff have not fully considered how to incorporate learning about healthy eating into the curriculum.
• Staff swiftly identify any children who would benefit from additional support. They use advice from professionals to develop plans that are specific to the needs of the children. This helps staff to deepen their knowledge and meet children's individual needs.
• Overall, routines for children during the day are successful. However, during some transition times, such as at mealtimes and tidy-up time, these not always as well organised. This means that some children's behaviour changes, which contributes to them becoming restless, making it difficult for them to remain settled and engaged.
• Partnership with parents is strong. Leaders include parents in the development of the pre-school. Parents value the daily verbal feedback that they receive. They report that they receive regular updates about their child's development. This helps them to continue their children's learning at home.
• Leaders are very passionate about the pre-school and their team. Staff say that they feel well supported in their roles. Newer members of staff appreciate the support with their ongoing professional development from the committee and leaders.

What the setting must and should do next

The provider should:

• improve opportunities for children to learn about healthy lifestyles
• review the organisation of times of transition so that children remain involved and continue to enjoy their time.