Trinity Pre School

Inclusion: Strong standard

Leaders expertly create an accessible and adaptable environment. This is highly effective in ensuring that children who are disadvantaged or have special educational needs and/or disabilities (SEND) remain safe and can participate in the same activities and routines as their peers. For example, children who struggle to concentrate during group times are offered additional support and this helps them engage in their learning.

Leaders and staff identify children's needs quickly when they first start. They complete precise assessments to gain a clearer understanding of what children need support with. They create bespoke plans that focus on children's unique next steps in learning.

Leaders and staff engage in specific SEND training so that the approaches they use to support children have a significant impact on the progress they make. For example, staff have received Makaton training and use this to support children's language development.

Engagement with parents and other professionals is strong. Parents comment on how well the setting supports and identifies any additional support their child needs. They are clearly informed about next steps, and ongoing communication about progress supports parents and staff to plan effectively for children. Leaders ensure that decisions about additional funding, including funding for disadvantaged children, are focused on what individual children need.

Curriculum and teaching: Expected standard

Overall, the quality of teaching across the staff team supports children to make appropriate progress and leaders have an accurate understanding of the quality of teaching. Children enjoy a range of experiences throughout their time at pre-school. At times, staff's interactions and teaching are not fully effective in helping children to remain focused as they become distracted by other activities.

Leaders and staff are clear about what they want children to learn. The curriculum is structured to cover all areas of learning and helps staff skilfully build upon children's prior learning. There is a focus on children's communication development. Activity planning often links to children's favourite stories. To extend the story of 'The Gingerbread Man' children make gingerbread figures and build houses using various materials. Children regularly engage in songs and rhymes at different times of the day. This gives them the chance to repeat familiar language and become familiar with patterns in music.

Staff teach mathematical skills appropriately through play. Children play in a water tray with scooping and pouring resources. As children fill and pour, staff count out loud and children join in. Leaders and staff are highly in tune with children, where there are gaps in their learning. They work closely with families and other professionals to ensure they close gaps in children's attainment.

Achievement: Expected standard

All children, including children who face barriers to their learning and wellbeing, develop a sense of belonging at the pre-school because of the receptive care they receive. As a result, children achieve well from their starting points as they progress through the curriculum. They are prepared for the next stage of development, including their transition to school. For example, children develop a range of useful skills to help them to become independent in their self-care, such as toileting and handwashing.

Children show curiosity in the world around them. They have taken a keen interest in local building works and their imagination is ignited as they talk with staff and offer suggestions on what is being built. These animated discussions help enhance children's communication and language development. Children with special educational needs and/or disabilities make secure progress. Leaders act promptly to request assessments from other professional services and, while those requests are in process, children are supported in the nursery.

Behaviour, attitudes and establishing routines: Expected standard

Children happily enter the setting at the start of the day and eagerly select activities and resources they would like to play with. Leaders and staff model kindness, care and respect to each other and children. They know the children and their families well. They have positive relationships with them and form secure attachments with children right from the very start. They thoughtfully recognise that some children need more support to help them interact with others.

Staff have high expectations for children's behaviour and attitudes to their learning. They promote a positive behaviour culture throughout the nursery. They offer praise and encouragement often and this reinforces children's positive behaviour.

Familiar routines help children to follow expectations for behaviour. For example, when they hear the tambourine, they pause and get ready for tidy-up time. Children are caring and kind towards one another and are developing their skills of sharing and compromise. Staff teach children to understand how they are feeling and how to manage their emotions.

Children thrive in an environment that considers their best interests. Staff adapt the curriculum to make sure that all children have the same opportunities. This includes considering children's attendance and positively promoting punctuality.

Children's welfare and wellbeing: Expected standard

Leaders and staff know children and their families well. They create a warm and welcoming atmosphere and prioritise children's welfare and wellbeing. Parents speak fondly of the well-established staff team. Key staff build secure relationships so that children feel valued and safe.

Children's interests, likes and needs are fully incorporated within the pre-school. Children with special educational needs and/or disabilities receive personalised support, including the use of visual prompts and simple sign language. This helps children to communicate their needs and emotions and take part in activities. Staff ensure that children's personal care routines are carefully followed. This has a positive impact on children's personal, social and emotional wellbeing. Leaders work with parents to plan healthy and balanced meals for children, taking into account their individual dietary needs and preferences.

Typically, children enjoy opportunities to be physically active, they play in the outdoor area and visit local amenities. However, at times during the day, children are inactive for extended periods. For example, they move from group time on the carpet to a table for snack, then stay at the table for an adult-led activity. This means that children become restless and bored.

Leadership and governance: Expected standard

Leaders are reflective and passionate about their roles and responsibilities. They generally identify priorities for continuous improvement and support staff to implement these in daily practices. Leaders value staff's wellbeing and manage their workload carefully. They talk with staff before making changes, so decisions are shared and clear. Staff receive regular support through supervision and daily conversations. As a result, staff feel valued, supported and motivated. Leaders provide regular in-house training for staff to raise the quality of learning and strengthen staff knowledge and confidence in teaching and supporting children, which has a positive impact on children's progress and experiences.

Leaders make decisions in the best interests of all children, particularly those who are disadvantaged or have special educational needs and/or disabilities. Partnership working has a profound impact on children and families. For example, where children have significant needs, leaders collaborate with external professionals. Their ongoing support for families makes a positive difference to children's progress and wellbeing. They use resources well, including extra funding, to help children who need more support.