Trinity Children's Centre

Inspection of Trinity Children's Centre 2 Knowl Road, MIRFIELD, West Yorkshire WF14 8DQ

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Inadequate

p.1

The provision is good

Children separate from their main carers with ease and enter the setting. They greet their friends with smiles and cuddles, showing they feel safe, secure and happy to be there. Children confidently and independently explore the activities and experiences set up across the setting, indoors and outside. Children behave well. They enjoy joining in and take turns playing a matching game with their friends.

p.2

The provision is good

Children have many opportunities to develop their physical skills. They climb in the garden, dig in the mud and use paintbrushes and chalks to make marks. Children love engaging in water play. They mix a coloured water using a variety of containers. Staff support children well. They play alongside children, using humour to extend children's imaginative skills. For instance, children make pretend ice cream with wet sand and cones. They squeal with delight as staff say that their ice cream tastes of cucumber. Staff expertly weave in mathematics as they encourage children to count their scoops of ice cream.

p.2

The provision is good

Children become absorbed squashing and rolling play dough. They use small-world animals to make marks in the dough. Staff encourage children to look at similarities and differences between the footprints. Older children eagerly select and use shaped cutters. They proudly show staff their 'circle' shape.

p.2

need to do better?

n The leadership team has made significant improvements since the last inspection. All staff, including the committee, have completed targeted training to improve their knowledge and understanding of safeguarding. They make use of detailed risk assessments and hygiene procedures to ensure children are safe at the setting. n Staff provide many opportunities to develop children's communication skills. For instance, they introduce words such as 'stethoscope' and 'optician' as children play in the role-play area. Staff read a variety of books with children, and support older children to tell their own stories, using puppets. Staff sing songs and rhymes, and encourage children to select their own songs at group time. This helps to develop children's confidence and their speaking and listening skills. n Partnerships with parents are effective. Staff share children's learning through an online app and through conversations when parents collect their children.

p.2

need to do better?

Staff provide ideas and suggestions for parents to support their children's learning at home. For instance, staff have introduced a lending library, to help support children's communication and literacy skills. n Generally, staff demonstrate a secure understanding of the early years

p.2

need to do better?

5 July 2022 curriculum. They plan interesting and exciting activities across all areas of learning. Staff recognise that the COVID-19 pandemic has had an impact on children's social skills and on their communication and language. They plan activities to support children's learning in these areas. However, on occasions, some staff do not focus specifically on children's individual next steps, during activities. n Staff work well with other professionals. They liaise with speech and language professionals and the local authority to put in place individual education plans, to support children with special educational needs and/or disabilities. However, staff have not yet developed relationships with other early years settings that children attend. This means that children's learning and development are not shared consistently. n Overall, children behave well. They are kind and polite and are beginning to

p.2

need to do better?

learn how to play together well. However, staff do not always use the same effective behaviour management techniques. For instance, some staff do not explain the impact of children's behaviour on others. This means that children receive mixed messages about what type of behaviour is expected. n Staff provide healthy, balanced snacks and drinks for all children. Children independently access the 'hydration station' throughout the day. Staff talk to children about the importance of keeping hydrated. Staff work with parents to ensure that children's lunch boxes are healthy and well balanced. This helps children to develop an understanding of healthy lifestyles. n Staff say that they feel well supported by the dedicated manager and deputy manager. Leaders have a clear development plan and understand their priorities for the future. Staff are passionate about the work that they do, and there is a clear team spirit. Staff are happy to work in the setting. This has a positive

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The manager and staff team have a good understanding of how to keep children safe and protected from harm. They know the referral processes, in line with local procedures. This includes the reporting procedures, should they have concerns about an adult working with children. The manager ensures staff attend safeguarding training and tests out their knowledge to ensure they have a secure awareness of possible indicators of abuse. Staff have a good understanding about safeguarding issues, including county lines, the 'Prevent' duty and female genital mutilation. Robust recruitment systems are in place for ensuring staff are suitable to work with children. Staff effectively make use of risk assessments, inside and outdoors. This helps to keep children safe in the environment.

p.3

should:

5 July 2022 n help staff to further develop their understanding of children's next steps, to support children's progress even further n build on existing partnerships with other early years providers children attend and help to provide a consistent approach to children's learning n support staff to develop consistent behaviour management techniques.

p.3

Setting details

Unique reference number EY482630 Local authority Kirklees Inspection number 10225584 Type of provision Childcare on non-domestic premises

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

p.5

inspection

Total number of places 68 Number of children on roll 52 Name of registered person Trinity Pre-School Committee

p.5

reference number

Telephone number 07970 270327 Date of previous inspection 12 January 2022

p.5

Information about this early years setting

Trinity Children's Centre registered in 2014. The setting opens Monday to Friday, all year round, except for one week between Christmas and New Year. Sessions start from 7.30am until 6pm. The setting employs 14 members of childcare staff. Of these, 11 members of staff hold suitable qualifications at level 3, two at level 4 and one at level 6. The setting provides funded early education for two-, three- and four-year-old children.

p.5

Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the provider and has taken that into account in their evaluation of the provider. n The deputy manager, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke to the inspector during the inspection. n Staff spoke to the inspector during the inspection. n The inspector spoke with the nominated individual and the manager about the leadership and management of the setting. n The inspector carried out a joint observation of an activity with the manager. n Parents shared their views of the setting with the inspector.

p.6

Inspection activities

We carried out this inspection 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.

p.6

Inspection activities

5 July 2022 regulates and inspects to 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7