Trinity Hall Kindergarten

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

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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 Good

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The provision is good

The provider and the staff create a warm and welcoming environment for children. Staff are passionate about providing an effective settling-in process that supports all children to feel safe and secure. This supports children to form positive relationships with staff, including children who are newer to the setting. Staff value the importance of gathering information about children's interests from parents. They use this information to plan activities that follow and build on children's diverse interests.

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The provision is good

Children are happy at the pre-school. They enthusiastically explore their surroundings and engage with the thoughtfully arranged resources that encourage purposeful play. Children spend time filling up containers in the sand tray. Staff promote their social skills by encouraging other children to participate. Staff support the children to listen to and follow age-appropriate instructions, for example to scoop up the sand with a smaller container to fill up a large container. This supports the development of children's listening and attention skills.

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The provision is good

Children engage in cooperative play by taking turns and listening to each other's play ideas. They consistently show kindness and care towards their friends. For instance, children notice when their peers have difficulty opening their snack box and step in to help them. Staff recognise and praise children's positive behaviours throughout the day, which supports children to show good behaviours. Children focus and listen during group activities. They join in by recalling previous learning and contributing to discussions.

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need to do better?

n Staff incorporate opportunities for children to develop their independence throughout their day. Children confidently make choices about activities they would like to play with. This helps to develop children's high self-esteem. n Staff support children to make progress in their communication and language development. Children enjoy singing, rhymes and stories during the day. They sit with excitement before starting their morning group session. Staff encourage children to use actions and visual picture cards to support their understanding. This helps children to develop their language skills. n Staff know the children well and have a good knowledge of their development. They complete observations and plan for individual next steps in children's learning. However, staff do not consistently consider every child's learning and development needs when planning for activities. This means that some children

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need to do better?

do not benefit as highly from activities as others. n Staff form positive relationships with parents. Parents speak highly about the nurturing environment provided. Staff keep parents well informed about their

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need to do better?

31 January 2025 children's learning via daily verbal feedback and online observations. Parents also enjoy attending regular events. This supports them to feel involved in their child's learning at the pre-school. n Children are provided with some opportunities to play outdoors in the fresh air. They engage in fun running games with their friends and staff. However, at times, children's access to the outdoor environment is limited because staff do not fully use all opportunities for children to play and learn outdoors. n Leaders work closely with professionals and staff to support children with special educational needs and/or disabilities (SEND). They identify children with SEND early and provide effective support and interventions. Referrals are made to external professionals where additional support is required. This supports children to get any help needed to make individual progress. n Staff promote children's good health. Children confidently follow well-rehearsed

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need to do better?

routines for washing their hands before snack. Their early mathematical knowledge is incorporated in learning. Children identify the numeral and select three cheese biscuits. Staff provide parents with information about healthy snacks and lunch boxes. This helps both children and parents understand the benefits of healthy habits. n Staff work closely together as a collaborative team. Leaders provide support through supervision sessions and regular staff meetings. Staff knowledge is developed through a range of training opportunities. Staff feel that their well- being is considered and supported by the leadership team. n Staff praise children for their achievements. Children independently create their own family picture. Staff encourage children to talk about their work. This helps children to develop a positive attitude towards their learning.

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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 build on planning for activities to consistently extend children's learning further n enhance opportunities for children to play and learn outdoors.

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Setting details

Unique reference number EY500984 Local authority Redbridge Inspection number 10368606 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 66 Number of children on roll 40 Name of registered person Nursery One Limited

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reference number

Telephone number 07958789303 Date of previous inspection 27 March 2019

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Information about this early years setting

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 8.30am to 3pm. The setting currently employs 12 members of staff. Of these, the manager and eight members of staff hold early years qualifications at level 3, and two members of staff hold a qualification at level 2. The setting offers government funded places for childcare for children aged two, three and four years old.

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Inspection activities

n Leaders and the inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector and the manager carried out joint observations of activities and staff practice. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector observed the interactions between staff and the children and assessed the impact that this has on children's learning. n The inspector looked at relevant documentation and reviewed evidence of the suitability of the staff working at the setting.

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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

31 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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