Trinity Day Care Nursery

What is it like to attend this early years setting?

Children make good progress from their starting points in this welcoming and stimulating nursery. They arrive happy and eager to leave their parents and carers and start their day at the nursery. Children form secure attachments with staff, which helps support their personal and social development. Young babies settle easily; they adapt and feel comfortable. All children feel safe and secure. Staff help children to understand their emotions and to follow the nursery's 'golden rules'. Staff provide consistent routines and a visual timetable. This helps children to predict what will happen next. The visual schedule encourages children who need additional support to communicate their needs. Children learn to share, take turns and not to run in the large play hall. Staff observe children and understand their levels of development and plan for each child's needs.

Staff provide children with an ambitious and stimulating curriculum. All children have equal opportunities to experience well-planned learning activities. Staff sing with children and encourage them to take part in action rhymes and share books. This helps support children to understand new words. Staff give children tasks to carry out, to help them learn to take responsibility. For example, children help to tidy away toys after play.

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

• New leaders are highly reflective and significant improvements have been made since the last inspection, all of which supports children's learning and development. Staff attend regular in-house and further training via the local authority. They are offered regular supervision meetings to discuss their key children and any concerns they may have.
• Parents speak highly of staff and are happy with the care and education their children receive. They are updated about their child's progress and development via the online parent app. Staff work well with external agencies to support children with special educational needs and/or disabilities. They use strategies such as 'bucket time' to promote concentration levels.
• Staff encourage babies to be independent. For example, they offer a wide range of opportunities for babies to move by themselves, making their own decisions about where they want to go in the playroom. Babies stand, crawl, walk and climb on the climbing apparatus.
• Children enjoy outside play. They are given tasks to water the plants. They learn about nature and how to take care of growing flowers, all of which helps to improve their self-esteem and well-being.
• Staff give children the freedom of choice of what they eat. They are offered a wide range of healthy foods from different cultures. For example, children enjoy eating chicken curry and rice. All food is cooked fresh each day. Children serve themselves and clear away their plates and cutlery, all of which supports their understanding of good hygiene routines.
• Staff encourage children to attend to their care needs. For example, children know to wash their hands after using the toilet and before and after eating, helping them to develop skills for school. Staff meet the care needs of young babies to ensure they are well cared for.
• Staff carry out regular risk assessments to ensure children's safety. The nursery has secure procedures for ensuring no one can enter uninvited. Staff teach children about safety. For example, children know not to run in the hall and use play equipment safely.
• Staff interact well with children and support them well to learn and develop across all the areas of learning. However, sometimes, staff do not assess the differences in children's abilities and extend the most able children further.
• Children who attend the holiday club are happy and secure. However, at times, they become bored and their behaviour impacts on the rest of the group. This is because staff do not always plan activities and experiences to meet their needs.
• Staff provide children with plenty of opportunities to be creative. For example, children paint and mould shapes with play dough. They develop their fine motor skills, hand-eye coordination and express their ideas.

What the setting must and should do next

The provider should:

• continue to strengthen staff's interactions with children to help support children's learning
• improve the organisation of the holiday club so the older children are offered activities to meet their needs and their presence does not impact on the care of younger children.