Trinity Tots

Inspection of Trinity Tots The Trinity Catholic Academy, Titchfield Street, Liverpool L5 8UT

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children enjoy a wealth of new and exciting experiences at this setting. Leaders recognise that an important part of their role is to provide children with an understanding of life in modern Britain. They do this by exploring different cultures, foods and places. Children are enthralled by these experiences and look forward to regular trips and walks out in the community. Children progress well at the setting. They are active, curious learners. Leaders and staff implement a curriculum that is easy for all children to access. They set high expectations for every child and believe all children are capable of great things. Children are excited to learn and benefit from high-quality experiences, both during their own free play and during planned, adult-led activities.

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The provision is good

Happy sounds fill the rooms of this setting. Children show respect to their peers and to the staff. This is partly because staff role model respect to the children, which they copy. This creates a peaceful, supportive environment in which children feel safe and flourish. Babies are confident. They show warm, secure bonds with all staff. They investigate large farm animal toys, pull themselves to standing on large play equipment and eagerly try new foods. Older children show impressive imaginative skills, begin to recognise letters and happily share and take turns with their peers. All children enjoy their time at this setting.

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need to do better?

n Leaders and staff have a clear, shared vision for the curriculum. They strive to ensure all activities are meaningful and engaging, in order to encourage children's learning and progression. This approach is consistent across the setting, which helps all children to succeed as they experience high quality staff interactions. Learning is tailored to meet the needs and learning styles of every child. Children with special educational needs and/or disabilities are held to the same ambitious standards as their peers. They quickly begin to meet their individual goals and next steps in development. n Children learn about ways to support their own good health. They enjoy cooking with staff during weekly sessions where they try new recipes and learn about healthy food choices. Staff also help children to understand that exercise is important, as they lead fun, physical activities indoors and outdoors. Children

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need to do better?

know how to wash their hands and faces and do this independently at key times, thanks to embedded and expected routines. This all helps to support children's individual physical development and builds skills that will help children during their upcoming move to primary school. n Overall, children's communication and language development is well supported. Staff use rich language with children, introducing new words through conversations and during engaging story time sessions. Children enjoy small-

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need to do better?

16 January 2025 group sessions where staff introduce different objects and encourage children to use descriptive language to explain what they are feeling and seeing. Babies listen with awe as staff sing familiar nursery rhymes and songs. However, at times, staff do not allow children enough time to process what they are saying to them or the questions they are being asked. Staff, at times, ask closed questions that do not encourage children's critical thinking skills. This overwhelms some children who do not have time to join in with conversations effectively. n Leaders manage the setting in a thoughtful way. They take time to consider the needs of the area and place high emphasis on staff well-being. They are passionate about supporting families and working with other professionals. This is hugely beneficial for children, as leaders are able to signpost families to enriching classes and early help when needed. This benefits children's

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need to do better?

experiences both within the setting and at home. n Parents praise the leaders and staff. They comment that they feel supported and understand how best to aid their children's development at home, thanks to the efforts of leaders and staff. They cherish the strong bonds their children have with their allocated key person. This is evident through the secure and warm relationships children demonstrate while at the setting. n Children behave well. They are polite, patient and caring. They support one another through sharing toys, offering cuddles and inviting their peers to join their play. Leaders create a culture of respect and warmth, which is clearly reflected in children's behaviour.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n consider more effective ways to question and talk with children in order to encourage their critical thinking and language processing skills.

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Setting details

Unique reference number 2698201 Local authority Liverpool Inspection number 10368483 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 44 Number of children on roll 45 Name of registered person St Joseph's Catholic Multi Academy Trust

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reference number

Telephone number 01512982925 Date of previous inspection Not applicable

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Information about this early years setting

Trinity Tots registered in 2022 and is located in Vauxhall, Kirkdale, Liverpool. The nursery operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and one week at Christmas. The nursery employs seven members of childcare staff, six of whom are qualified at a level 2 or above. One member of staff is unqualified. The nursery offers government funded places for children and receives specific funding for disadvantaged children.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector. n The inspector and the manager carried out a joint observation of an activity.

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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.

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Inspection activities

16 January 2025 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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