Trinity Nursery

What is it like to attend this early years setting?

The pre-school is a calm, friendly environment. Children arrive happily, warmly welcomed by smiling staff. They quickly settle and are confident learners. They choose where to play and who to play with. Children are curious as they explore the range of resources available to them. They really enjoy the company of staff and ask them to play with them or get items to add to their play. Children play well together and have active imaginations to create make-believe games. Staff set up a pretend campfire, which really sparks the children's interests, and they enjoy roasting pretend marshmallows. Children learn about hygiene and brush their teeth after snack, proudly showing staff their clean teeth.

Children listen and behave very well. They respect the staff and respond to their instructions. Children are interested in visitors and demonstrate their confidence as they eagerly ask them questions. They are articulate and narrate their play, telling each other what they are making with their play dough. Staff help to develop their communication through the introduction of new vocabulary. Children thoroughly enjoy books and animatedly join in at story time, showing their excitement as the flaps are lifted. They enjoy singing and request their favourite songs.

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

• Staff plan a curriculum that captures children's interests. They observe the children throughout the week, and alongside their interests, the observations are used as a base for following weekly plans. This helps children to engage in the resources and activities on offer.
• Children's independence is developing through some daily tasks. For example, they self-register their attendance on arrival. However, at times, staff do not make the best use of opportunities to encourage children to do more for themselves, to extend their independence even further.
• Staff create numerous opportunities for children to develop their physical skills. They enable children to take small risks. For example, children like to stand on the bench so that they can look over the fence at the people walking by and the cars. They are aware of the word 'safe' and understand the boundaries to keep themselves safe. They often remind each other of the rules. Staff implement and follow their risk assessments.
• Children are fascinated as they paint with water on the concrete and wait for it to disappear in the sun. They marvel when they find a worm and watch patiently as it disappears in the soil. Staff involve children in gardening, and children take an active interest. The garden has a range of herbs, which children use in their mud kitchen. They plant fruit and vegetables and learn about growing food, which they eventually enjoy for snack.
• Staff encourage children to use mathematics in their everyday play, as well as in planned activities. They capably use mathematical words to compare size as they discuss the height of a giraffe.
• Children with special educational needs and/or disabilities are very well supported. Staff work with other professionals and have high aspirations for the children. They understand and know the children well, and alongside their parents, they implement strategies to support their individual needs. As a result, children are making good progress in their learning.
• Parents speak very highly of the pre-school and comment about their good communication, noting the regular parents' evenings. They feel well informed and involved in their child's development. Staff arrange for visitors, such as members of the police, fire service and the local residential home, to visit the children. This broadens children's knowledge of the world around them.
• The manager encourages staff to choose and attend training courses of interest, as well as mandatory courses. She has good transition arrangements in place to support children's move to school.

What the setting must and should do next

The provider should:

• provide children with further opportunities to allow them to be even more independent.