Trinity Hall Kindergarten

Trinity Hall Kindergarten Holy Trinity Church Hall, Hermon Hill, LONDON E18 1QQ

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Inspection date 27 March 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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 Partnerships with parents are very strong, with parents gaining daily insight into their children's experience at the pre-school. Parents have ongoing access to their children's learning and next steps, with active involvement in agreeing their targets. Parents meet termly with their children's key person. Parents say that staff are nurturing and warm, and that methods of communication with them are highly effective. n The assessment of children is accurate and precise. There are effective processes for detailing each child's progress, with rich summaries of a child's journey and development throughout their time at the pre-school. This includes capturing ongoing observations alongside assessments and plans for the children. n The key-person system is effective. Staff have detailed knowledge about their key children and their families. Children are settled and have formed good attachments with their key person.

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This provision is good

n Children make good progress from their starting points. Staff work closely with other professionals to ensure children with special educational needs and/or disabilities (SEND) are well prepared for their next stage of learning. n Room leaders offer staff supervisory sessions and conduct observations of practice. However, systems for monitoring and evaluating teaching are not targeted sharply enough to improve the quality of teaching to an outstanding level. n Managers and leaders do not analyse the information from tracking precisely enough to support any emerging gaps in learning for different groups of children across the pre- school.

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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 analyse the information gained from tracking more closely to identify quickly, and act upon, any gaps in learning outcomes for different groups of children n enhance systems for monitoring and evaluating the staff's performance to improve the quality of teaching to an even higher standard.

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What the setting needs to do to improve further

Inspection activities n The inspector spoke with staff and children throughout the inspection. n The inspector spoke to parents on the day of the inspection and viewed written feedback. He took account of their views. n The inspector held meetings with the pre-school manager and reviewed relevant documentation and evidence of the suitability of staff working at the pre-school. n The inspector conducted a joint observation of teaching with a room leader. The inspector also conducted other observations of the quality of teaching within the pre- school.

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Effectiveness of leadership and management is good

Safeguarding is effective. Safer recruitment practices are in place and these extend to bank staff too. Staff understand their role in protecting children from harm, with refresher safeguarding training recently conducted. Following the training, revisions to policies and practices about accidents, injuries, allergies and medication management have been implemented. These keep children safe. Staff support children's understanding of cultural diversity effectively. For example, children have access to a wide range of resources about diverse family structures and different cultures. Children learn about celebrations relevant to their community. This supports parental participation in the life of the pre-school. For example, parents teach children Irish dancing and about Irish culture and Ramadan's importance for Muslim people.

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Quality of teaching, learning and assessment is good

Staff know the children well and follow their interests. They encourage children's independence and imaginative play, with free play incorporated into daily plans. Children can choose from diverse activities and resources relevant to their interests and which promote children's development. Staff know when to sit back and observe and when to interact and support children's play. Staff model language well, praise children and have strong relationships with children. As a result, children are confident and engage enthusiastically with the learning opportunities made available for them.

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Personal development, behaviour and welfare are good

Staff form secure bonds with every child. They create a safe and responsive environment that helps children to feel secure and happy. Parents comment that the pre-school staff are 'nurturing' and that the pre-school feels like a 'home away from home'. Staff consistently promote positive behaviour and encourage children to take responsibility. Older children have opportunities to be room monitors. This involves responsibility for serving healthy snacks and water to children and keeping specific areas clean. Children also gain from daily opportunities to play and learn outside, which allows them to have fresh air and exercise.

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Outcomes for children are good

Children listen attentively and respond well to instructions. Older children enjoy responsibility for carrying out small tasks. Children enjoy reading books, and younger children handle books carefully and look at them independently. Children are aware of the boundaries set, and of the behavioural expectations in the setting. They share resources fairly, take turns and consider the views of others well. Younger children demonstrate good knowledge about how to use tools and materials effectively and safely. Children, including those with SEND and children who speak English as an additional language, develop skills they will need for future learning and the move on to school.

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Setting details

Unique reference number EY500984 Local authority Redbridge Inspection number 10079963 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care Age range of children 2 - 4 Total number of places 66 Number of children on roll 82 Name of registered person Nursery One Limited

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reference number

Date of previous inspection Not applicable Telephone number 07958789303

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reference number

Trinity Hall Kindergarten re-registered in 2016, and is operated by Nursery One Limited. The setting is situated in South Woodford in the London Borough of Redbridge. It operates term time only, Monday to Friday from 9.15am to 3pm. The setting currently employs 12 members of staff. Of these, the manager and nine members of staff hold early years qualifications at level 3, and one member of staff holds a qualification at level 2.

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reference number

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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