Trinity Play Centre (Sutton Coldfield) Ltd

Trinity Play Centre (Sutton Coldfield) Limited Trinity Play Group, Duke Street, SUTTON COLDFIELD, West Midlands, B72 1RJ

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Inspection date

Previous inspection date 20 February 2015 4 March 2014

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This inspection: Good 2

Previous inspection: Requires Improvement How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The quality of teaching is good. Staff provide a wide range of interesting and stimulating experiences that support children's learning and development. As a result, children enjoy their time at the play centre and make good progress from their starting points.  Effective key-person systems ensure children build secure emotional attachments with staff. Children are confident, keen to take part in activities and thoroughly enjoy being at the play centre. They are effectively supported by attentive and encouraging staff, who ensure that children settle and behave very well.  Children are kept safe as staff ensure that their surroundings are secure and risks are minimised. Staff are confident in their knowledge of the safeguarding procedures and know what to do should they have any concerns about a child's well-being.  Staff form positive partnerships with parents, which promotes a collaborative approach

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This provision is good

to children's care and learning.  Management and staff are actively involved in identifying the strengths of the provision and any areas for further development. This enables the nursery to move forwards and make progress towards excellence.

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It is not yet outstanding because:

 There are limited resources and opportunities available for children to extend their understanding of technology.  Systems to support the professional development of staff, to continually improve children's experiences, are not fully maximised.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 extend the range of resources and enhance the opportunities for children to operate a wider range of technology equipment, so that they optimise their good understanding of how technology is used for a purpose  monitor the already good quality teaching more effectively to shape staff's professional development and to help them achieve excellence, for example, by the use of peer-on- peer observation.

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Inspection activities

 The inspector observed activities in the playrooms and the outside learning environment.  The inspector held meetings with the acting manager, and spoke to staff and children at appropriate times during the inspection.  The inspector looked at a selection of children's records, policies and procedures and a range of other documentation.  The inspector checked evidence of the suitability and qualifications of staff working with children.  The inspector gained parents' and other professionals' views from the documentation available for review.

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who attend. This is good

Staff use their teaching skills well to provide a broad range of learning opportunities. They gather useful information to begin the assessment process and use this effectively to support children from the start. Staff engage babies and younger children by using facial expressions, tone of voice and eye contact to encourage children to communicate. Older children are well prepared for school because staff extend their interest in numbers and mathematical problems, encouraging them to take an active role during key-group activities. For example, children are adept at recognising the numbered flowers and sequence them in the correct order. All children play imaginatively. They use cars, small world figures and the train track to re-enact stories from their recent visit from the fire officer. Younger children are developing skills in the use of technology by investigating programmable toys. However, there are limited resources available in the pre-school room

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who attend. This is good

to extend children's understanding of how technology is used for a purpose. Parents comment that staff keep them informed about their child's learning and that they are able to share new achievements from home. As a result, staff have a clear picture of children's current abilities and children make good progress in their learning and development.

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good

The premises are spacious, warm and welcoming. Children enter the group and settle quickly to their chosen activity. Children learn about healthy lifestyles and follow good hygiene practices. They have regular opportunities for active play to encourage their developing physical skills. For example, children enjoy bouncing on the small trampoline indoors or playing with balls in the outside area. Staff enhance children's independence by giving them responsibility to carry out small tasks, such as helping to tidy away the toys or to set the table and serve themselves at lunchtime. Children receive lots of praise and encouragement from staff to support their confidence and self-esteem. This helps to prepare children for moves within the group and onto other settings, including school.

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provision is good

The manager and staff work well together and use self-evaluation effectively to continuously improve. For example, prompt and effective action has been taken on all areas that were identified as needing improvement at the previous inspection. A performance management system has been established, which includes induction and supervision for all staff. During supervision meetings, staff practice is discussed and additional training is identified. However, there is scope to provide a sharper focus on teaching practice to ensure children consistently benefit from the best learning experiences. For example, by introducing regular observations to identify the most effective teaching methods. The manager and deputy monitor the educational programme to ensure children receive a balanced curriculum. Staff work in partnership and communicate effectively with other professionals and agencies to complement all

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provision is good

children's learning and promote children's progression.

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Setting details

Unique reference number EY422534 Local authority Birmingham Inspection number 962910

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 50 Number of children on roll 44 Name of provider Trinity Play Centre (Sutton Coldfield) Limited Date of previous inspection 4 March 2014 Telephone number 01213549725

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Type of provision

Trinity Play Centre (Sutton Coldfield) Limited was registered in 2010. The nursery employs eight members of childcare staff, all of whom hold appropriate early years qualifications at level 3 and 2. The play centre operates from Monday to Friday from 7.45am to 6pm, all year round. It provides funded early education for three- and four-year-old children.

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Type of provision

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Type of provision

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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