Trinity Teddies Pre-School

Trinity Teddies Pre-School Torr Lane, Plymouth, Devon, PL3 5NY

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Inspection date

Previous inspection date 13 April 2016 18 June 2013

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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3

Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Staff do not always provide challenging activities linked to their next steps or respond to opportunities to extend them. Children lose interest in some activities and do not consistently make good progress.  The management team has not established effective partnerships with other settings that children attend so they can work together to provide continuity in their learning.  Although the management team provides staff with some support and monitors aspects of their practice, this is not always consistent to help them develop their skills further.  Staff do not always make the best use of every opportunity to encourage children's early mathematical skills as they play.  The management team does not use evaluation well to review children's experiences and the quality of the provision, to address all weaknesses and continuously improve.

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It has the following strengths

 An effective key-person system helps staff build positive relationships with children. Children are happy, settled and secure.  Children behave well, are confident and play cooperatively together. For example, children thoroughly enjoy using spoons to scoop pasta into jugs and rolling coloured dough into letter shapes.  Staff work well with parents to involve them in their children's care and learning, and keep them well informed about the support they provide.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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Due Date

 improve the quality of teaching to ensure staff tailor activities to meet children's individual learning needs and consistently challenge them to make good progress in all areas of learning 30/06/2016

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Due Date

 establish effective partnerships with other settings that children attend to enable a two-way flow of information and promote continuity in their care and learning. 30/05/2016

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Due Date

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

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Due Date

 strengthen the support and guidance for staff to help them develop their skills and teaching further  make better use of all opportunities to strengthen children's mathematical skills  use self-evaluation more effectively to monitor the quality of teaching, children's learning and the provision, and take action to address these and improve outcomes for children.

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Inspection activities

 The inspector carried out a joint observation with the manager.  The inspector observed the quality of teaching, indoors and outdoors, and assessed the impact this has on children's learning.  The inspector reviewed a range of documentation, including planning and assessment of children's learning, the setting's self-evaluation and evidence of the suitability of staff.  The inspector held discussions with children, parents, staff and the management team.

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Effectiveness of the leadership and management requires improvement

Safeguarding is effective. The management team and staff have a robust understanding of child protection and the procedures to protect children from harm. The management team has made some improvements since the last inspection, such as providing children with daily outdoor play activities. However, they do not use self-evaluation effectively to address weaknesses and strengthen staff practice. Although the management team monitors some areas of staff practice, it does not always focus on identifying inconsistencies in the quality of teaching. The management team and staff complete some training, which has helped them to monitor children's learning more effectively. They work well with parents and other professionals to support children who need additional help. However, since the last inspection, they have not developed links with other settings children attend, so they can share information and provide them with continuity in their

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Quality of teaching, learning and assessment requires improvement

Staff observe children regularly and provide a range of activities linked to their interests. For example, children enjoy using scissors to cut up paper to make a collage and exploring sea creatures in the water tray. Some staff encourage children well to think about why the water wheel turns and how they can make it go faster. Staff clearly identify children's next steps for learning, but do not always promote them consistently. For example, they miss some opportunities to introduce numbers and early writing for some children and extend the interests of others who are keen to show how well they can count. On occasions, staff focus on supervising, rather than teaching. For example, staff encourage children to explore pasta and scoop-up leaves outdoors, but miss opportunities to introduce mathematical language or talk about what they are doing.

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Personal development, behaviour and welfare are good

Children use good manners and show respect for others as they play harmoniously together. They learn about different cultures and lifestyles through a variety of activities. However, staff do not always provide enough challenge to sustain children's interest or evaluate how well they organise the provision. Regular outings, such as to the aquarium and a boat ride, help children learn about their local community and the world around them. Children learn about healthy lifestyles through daily experiences.

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Outcomes for children require improvement

Children develop some skills in preparation for school. They use their language skills and listen well. Some confidently identify letters and their sounds, and the letters words begin with. Some count and recognise numbers to 30 while others notice shapes. However, not all children learn to concentrate and persevere because not all activities provide them with enough challenge to support their interests and learning needs.

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Setting details

Unique reference number 117244 Local authority Plymouth Inspection number 1028464 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 26 Number of children on roll 16 Name of provider Janet Elizabeth Pannell Date of previous inspection 18 June 2013 Telephone number 01752651552

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Setting details

Trinity Teddies Pre-School registered in 1969 and is privately owned. It operates from Plymouth city centre. The pre-school is open weekdays during school term times from 9.15am until 12.15pm, and on Tuesdays and Wednesdays from 12.15pm until 2.45pm. The pre-school provides funded education for children aged two, three and four years. There are six members of staff; of these, five hold early years qualifications at levels 2 and 3, and one member is working towards Early Years Teacher Status.

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Setting details

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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Setting details

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Setting details

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Setting details

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Setting details

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