Trinity Primary School Little Buds

Inclusion: Expected standard

Leaders and staff have high expectations for all children, including children with special educational needs/and or disabilities (SEND), children known or previously known to social care, and those who face other barriers to their learning. Leaders and staff use assessment to track children's development. They identify and adapt strategies to ensure that all children are making progress alongside their peers. Leaders identify children's needs quickly and accurately. They sensitively help families to access support from other agencies, if required. They plan to strengthen this even further, by having more regular contact with outside agencies, to ensure that updates to any plans for specific children can be adapted in a timely manner.

Children who speak English as an additional language are supported through a range of strategies, such as the use of visual aids. Staff use puppets and sign during song time, which helps all children feel involved in the activity. Staff support children with SEND well as they move on to their next stage of learning. For example, staff take their key children to meet the new team and explore the new environment. This ensures that the learning environment and strategies used are consistent for the children when they move on to their next stage in learning. Children with SEND make progress alongside their peers.

Curriculum and teaching: Expected standard

Leaders have an accurate understanding of the curriculum in the setting. Staff understand the skills and knowledge that children need to develop, and plan activities and experiences that support these. For example, children are supported to drink from an open cup and use a fork and spoon to feed themselves independently. Routines and boundaries are supported through the use of simple language alongside a visual cue or sign. Staff sensitively support children to develop their physical skills, by adapting the environment to give more opportunities to pull up, stand, cruise and crawl.

Staff model new and exciting vocabulary during everyday routines and play. For example, during lunch time, children are asked if they would like 'crunchy, green cucumbers' or 'juicy and tangy tomatoes.' This helps children to develop a wide range of descriptive vocabulary. Staff sing and read stories to the children throughout the day, linking the story back to previous learning about animals' names and noises. Staff consistently encourage children to take risks when using the climbing equipment outside, using language such as 'one step' and 'mind your leg'. They praise children when they complete the task, and remind them that they have 'done it safely'. Children become independent and resilient.

Staff model number language as children independently climb up the steps on the slide, and count how many objects they can see when reading a book. Children begin to develop an early understanding of numbers.

Typically, the curriculum is taught well. However, group times are not planned as effectively to ensure that all children gain high-quality teaching and learning experiences at these times. At times, some children become distracted, and lose focus and engagement.

Achievement: Expected standard

All children make progress from their individual starting points across all areas of learning and development. Staff use assessment tools at regular intervals to monitor progress, and to help them identify next steps for individual children. Children develop confidence and independence through the range of experiences on offer. Self-help skills are encouraged at all times, including during mealtimes. Younger children are supported to use a spoon, and the older children drink from an open cup. Children have the opportunity to practise and strengthen their gross motor skills through the use of the equipment outdoors.

Children's progress in communication and language is evident, as the youngest children attempt to say single words and the older children are beginning to join 2 words together. Children with special educational needs and/or disabilities, those facing barriers to learning and those known, or previously known, to children's social care achieve alongside their peers. They take part confidently in daily activities and are prepared for their next stage of learning.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have created a consistently calm and positive environment where children flourish in the care of respectful and responsive adults. Children's interests are supported, and these are used to plan an interesting learning environment to motivate and inspire children to learn. This helps children to have a consistently positive attitude to learning. From an early age, children are supported by staff to be kind to each other. Staff consistently use language, such as 'kind hands', as children share space and resources. They model and support turn-taking as they play alongside the children. The staff consistently use visual reminders alongside spoken words to help children understand what is happening next in the routine. This helps children develop a sense of security and safety.

Staff are excellent role models to the children. They are calm and respond to children with care and respect. They model good manners at mealtimes, and children are heard repeating 'please' and 'thank you'. Children show that they are extremely kind to each other, as the older children help the younger children put on their sun hats outside. This also demonstrates that children understand how to keep themselves safe in the sun.

Staff build relationships with the families from the earliest opportunity. They visit children at their homes before they start at the setting, to get to know individual children's needs. This helps children to settle quickly and be ready to learn. This also provides staff with the opportunity to discuss the routines and expectations of the setting, and to identify and remove any barriers to attendance swiftly.

Children's welfare and wellbeing: Strong standard

Leaders and staff consistently prioritise children's welfare and wellbeing. The key-person system is highly effective. Children demonstrate that they are happy and settled in the care of the adults in the setting. Transitions are a significant strength of the setting. Home visits are offered as part of the transition process, where staff can get to know the children and families' individual needs before they start. Stay-and-play sessions support the children to settle quickly and engage in the learning experiences on offer.

Staff are respectful to the children. They ask permission before wiping their noses, and tell children who do not like having their nappies changed, 'I will sing to you'. All children demonstrate that they feel safe and secure. Children are supported to make their own choices during care routines. For example, staff ask children, 'do you want to walk up the steps of the changing mat or shall I carry you?'. This supports children's emotional wellbeing and fosters early decision-making skills.

Children are encouraged to be independent. When they are able to, they wipe their own noses and put tissues in the bin, and wash their hands before meals and after nappy changes. Children develop healthy habits for life and a sense of self-esteem. Staff recognise when children are anxious and intervene in a sensitive way. For example, children who are wary of going outdoors are supported by staff who crawl beside them, encouraging them along the way. Children then gain the confidence to explore outside play.

Children are offered healthy meals and snacks that are prepared on site, in-line with dietary and allergy requirements. Children are well supervised by staff when eating, and this ensures children's safety.

Leadership and governance: Expected standard

Leaders understand the setting's context and areas for development. They are passionate about the setting and want to maintain a high standard of education and care for all children. Those responsible for the setting work closely with the room leaders. They check that decisions support children's wellbeing, learning and care. Leaders manage staff's workload and wellbeing carefully. Staff feel valued and well supported, and speak highly of the leaders. Staff benefit from regular supervision meetings that provide opportunities to reflect on their practice and discuss children's progress. Leaders precisely identify professional development needs. This strengthens staff's knowledge and skills, which has a positive impact on children's experiences. For example, leaders recognised that there were inconsistencies in some interactions between staff and children. They provided support and training to the staff team, to strengthen the quality of interactions. This has had a positive impact throughout the setting. Staff consistently use their interactions to support children in their play and through care routines, by providing a running commentary and adding new vocabulary.

Parents and carers speak highly of the setting. They particularly value regular parents meetings and how information about children's learning and development is shared. Parents are encouraged to attend the transition sessions as children move through the provision. This supports all parents to understand their children's next steps in learning, and how to support and extend this at home.