Ellesmere College

Trinity Community Pre School Trinity United Reformm Church, 1 Beaconsfield Road, St. Albans, Hertfordshire AL1 3RD

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Inspection date 12 March 2019 Previous inspection date 21 May 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The manager is effective in promoting opportunities for staff to develop their continuous professional development. Regular supervision and appraisal meetings help staff to feel valued and enable them to identify their own strengths and areas for improvements. This has a positive impact on the quality of staff teaching. n Children have good opportunities for improving their physical development. They explore an interesting range of activities and experiences. For example, during wet weather, children skilfully climb, hop and jump as they tackle a range of different obstacles, indoors. Staff extend children's learning. For example, they encourage children to roll hoops and move carefully, balancing play rings on their head. n The key-person system is effective. Children form secure bonds and attachments with staff and they build strong friendships with other children at pre-school. This demonstrates that they are settled and happy.

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This provision is good

n Staff promote children's personal, social and emotional development. They consistently praise and reassure children. This helps children to develop good self-esteem and effectively promotes their self-confidence. n Partnerships with other settings are good. The staff team encourages regular communication with other early years professionals, such as school teaching staff and childminders, to support young children. This enhances the smooth moves children make when moving on to their next stage of learning. n Sometimes, staff do not give enough consideration to ensure that all children are fully involved when taking part in small-group activities. n There are not enough opportunities for the most able children to develop an understanding of how things work in different ways.

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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

n enhance opportunities for all children to be equally involved in small-group time planned activities n extend opportunities for the most able children to develop an understanding of how things work.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector spoke with staff and children at appropriate times throughout the inspection. n The inspector spoke to a number of parents during the inspection and took account of their views. n The inspector completed a joint observation with the pre-school manager and together they evaluated the quality of teaching. n The inspector held a meeting with the pre-school manager. She looked at a wide range of relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. Staff know the procedures to follow and the professionals to contact if they have concerns about the welfare of children in their care. They attend regular training, which enables them to remain up to date with current legislation. The staff team works well together. It continuously reviews and evaluates the setting, as a whole. The manager provides staff with individual targets, which they work hard to achieve. The views of parents and children are regularly incorporated into the pre-school action plans. This effective appraising helps staff to enhance their quality of teaching and demonstrates a strong capacity to improve. Partnerships with parents are very good. Staff provide many different ways for parents to support and enhance their children's learning. For example, each day staff inform parents of what their children are doing and how parents can extend their children's

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Effectiveness of leadership and management is good

learning at home. This complements children's care and learning experiences.

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Quality of teaching, learning and assessment is good

The well-qualified staff team completes regular observations. It confidently assesses children's progress and plans well for their next steps in learning. Staff recognise children's interests and ideas, and they provide good opportunities for extending these. For example, during creative activities, staff ask a wide range of open-ended questions. This causes children to think and communicate their own thoughts and ideas. Staff provide a range of activities that children enjoy and engage in. Children develop good communication and language skills. They introduce new vocabulary through modelling language and interacting effectively. For example, during stories, staff explain the meaning of new words and encourage children to join in using props. This brings the stories to life and captures the children's interest.

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Personal development, behaviour and welfare are good

Children behave well and are kind to each other. Staff are consistent in the way they teach children. For example, staff support children to develop a good understanding of appropriate behaviours and are effective role models. Children learn about their personal safety and the safety of others. Staff use spontaneous opportunities such as moving child-size furniture to teach children how to do this safely. Children learn about healthy lifestyles and follow suitable handwashing routines. Staff promote appropriate discussions at mealtimes and they support children to become independent in their self- care skills. Staff know their key children very well. They are aware of their individual dietary needs and specific requirements. This promotes children's well-being.

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Outcomes for children are good

All children make strong progress in their learning, given their starting points and capabilities. They are motivated to learn and show high levels of concentration. Children initiate their own play and eagerly join in with experiences that support them in acquiring the skills they need for school. They demonstrate good imaginative skills. For example, children fully embrace their roles as doctors and nurses and they tend to their 'patients' with care and concern, in the role-play area.

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Setting details

Unique reference number 123600 Local authority Hertfordshire Inspection number 10070368 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care Age range of children 2 - 4 Total number of places 24 Number of children on roll 26 Name of registered person Trinity Community Pre-School Committee

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reference number

Date of previous inspection 21 May 2015 Telephone number 07814 637 710

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reference number

Trinity Community Pre School registered in 1993 and is located in St Albans, Hertfordshire. The pre-school employs five members of childcare staff. Of whom, all hold appropriate early years qualifications at level 3, including one with qualified teacher status. The pre- school opens from 9.30am until 12.30pm on Monday to Thursday, during term time only, with an optional lunch club on Tuesday, Wednesday and Thursday from 12.30pm until 1.30pm. The pre-school provides funded early education for two-, three- and four-year- old children, and staff support a number of children who speak English as an additional language.

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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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reference number

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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