Trinity Tots

What is it like to attend this early years setting?

Children enjoy a wealth of new and exciting experiences at this setting. Leaders recognise that an important part of their role is to provide children with an understanding of life in modern Britain. They do this by exploring different cultures, foods and places. Children are enthralled by these experiences and look forward to regular trips and walks out in the community. Children progress well at the setting. They are active, curious learners. Leaders and staff implement a curriculum that is easy for all children to access. They set high expectations for every child and believe all children are capable of great things. Children are excited to learn and benefit from high-quality experiences, both during their own free play and during planned, adult-led activities.

Happy sounds fill the rooms of this setting. Children show respect to their peers and to the staff. This is partly because staff role model respect to the children, which they copy. This creates a peaceful, supportive environment in which children feel safe and flourish. Babies are confident. They show warm, secure bonds with all staff. They investigate large farm animal toys, pull themselves to standing on large play equipment and eagerly try new foods. Older children show impressive imaginative skills, begin to recognise letters and happily share and take turns with their peers. All children enjoy their time at this setting.

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

• Leaders and staff have a clear, shared vision for the curriculum. They strive to ensure all activities are meaningful and engaging, in order to encourage children's learning and progression. This approach is consistent across the setting, which helps all children to succeed as they experience high quality staff interactions. Learning is tailored to meet the needs and learning styles of every child. Children with special educational needs and/or disabilities are held to the same ambitious standards as their peers. They quickly begin to meet their individual goals and next steps in development.
• Children learn about ways to support their own good health. They enjoy cooking with staff during weekly sessions where they try new recipes and learn about healthy food choices. Staff also help children to understand that exercise is important, as they lead fun, physical activities indoors and outdoors. Children know how to wash their hands and faces and do this independently at key times, thanks to embedded and expected routines. This all helps to support children's individual physical development and builds skills that will help children during their upcoming move to primary school.
• Overall, children's communication and language development is well supported. Staff use rich language with children, introducing new words through conversations and during engaging story time sessions. Children enjoy small- group sessions where staff introduce different objects and encourage children to use descriptive language to explain what they are feeling and seeing. Babies listen with awe as staff sing familiar nursery rhymes and songs. However, at times, staff do not allow children enough time to process what they are saying to them or the questions they are being asked. Staff, at times, ask closed questions that do not encourage children's critical thinking skills. This overwhelms some children who do not have time to join in with conversations effectively.
• Leaders manage the setting in a thoughtful way. They take time to consider the needs of the area and place high emphasis on staff well-being. They are passionate about supporting families and working with other professionals. This is hugely beneficial for children, as leaders are able to signpost families to enriching classes and early help when needed. This benefits children's experiences both within the setting and at home.
• Parents praise the leaders and staff. They comment that they feel supported and understand how best to aid their children's development at home, thanks to the efforts of leaders and staff. They cherish the strong bonds their children have with their allocated key person. This is evident through the secure and warm relationships children demonstrate while at the setting.
• Children behave well. They are polite, patient and caring. They support one another through sharing toys, offering cuddles and inviting their peers to join their play. Leaders create a culture of respect and warmth, which is clearly reflected in children's behaviour.

What the setting must and should do next

The provider should:

• consider more effective ways to question and talk with children in order to encourage their critical thinking and language processing skills.