Holy Trinity Playgroup

Inspection of Holy Trinity Playgroup 12 Rushams Road, Horsham RH12 2NT

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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 are warmly welcomed into the setting. From the moment they arrive, staff encourage their independence. For example, pre-school children place their fruit for snack time on the tray outside the door, find their photo and name to put above their peg, and hang their coats and bags. Staff support toddlers to hang their coats, with lots of praise and encouragement. This builds children's confidence. Children know the routines well. They are calm and settle quickly into activities that interest them. For example, some children enthusiastically join a staff member to make play dough while they talk about the ingredients they need.

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The provision is good

The setting provides a wide range of activities to suit children's needs and interests. For example, children enjoy physical play as they balance on ramps inside, and ride on trikes outside. They confidently use a slide in the garden. They enjoy pouring coloured water and painting the fence with water. Children show high levels of concentration and engagement while playing.

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The provision is good

Children and staff talk about shapes while they make craft pancakes. This extends children's mathematical language. Staff support children to confidently share their ideas. Children listen and respond positively to adults and each other. They share activities well. Staff encourage children to use words such as 'please' and 'thank you' throughout the day. This supports children to build kind and respectful relationships. The setting promotes a love for stories. For example, the library system encourages story sharing at home. Staff and children regularly share stories in the reading area and in groups. Children often choose to sit alone or with their friends to enjoy a book.

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need to do better?

n Staff have high expectations for behaviour. Children are given support to understand and manage their emotions. For example, staff share carefully selected stories to support the children's learning. They discuss the characters' feelings and this helps children to understand their own emotions and how to manage them. Children are settled and calm in the setting. n Leadership is strong, with a clear and ambitious vision for high-quality education for all children in the setting. Staff understand that all children are unique and value their input. They use their observations and discussions with the children to plan stimulating activities that build on the children's learning. This means that children are engaged and show high levels of curiosity and focus with activities. All children are making good progress from their starting points and are ready for the next stage of their learning or going to school.

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need to do better?

n Support for children with special educational needs and/or disabilities (SEND) is well thought out. Leaders make sure that all children are receiving the full

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need to do better?

25 February 2025 entitlement to any funding. They organise staff thoughtfully to make sure that children receive good support. For example, leaders organise daily speaking groups to support children's language development. Children show confidence to speak and share their ideas during these sessions. n Leaders have established a clear curriculum for communication and language. Children are making progress with their speech development. On rare occasions, some staff do not always promote high levels of interaction with all children. Therefore, at times, some children are not fully engaged in activities. n The setting values equality and diversity. Staff gather detailed information from parents to understand children's individual needs and family backgrounds. They reflect this diversity in the setting with their new starters board and learning about celebrations and festivals. Children are supported to show respect and

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need to do better?

tolerance towards others. They begin to learn the importance of embracing similarities and differences. n Partnerships with parents are strong and communication is effective. Parents comment that they receive updates on their child's learning verbally and through a contact book. They report that the setting has helped with their child's language skills and confidence. Parents feel that the setting supports their children to make good progress and prepares them for school. n Leaders engage very well with the community. For example, they visit the local care home and have links with the church and local school. All pre-school children take part in weekly forest-school sessions. This broadens children's experiences and prepares them for life in modern Britain.

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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 support staff to promote high levels of interaction with all children to help them fully engage in activities.

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Setting details

Unique reference number 2713777 Local authority West Sussex Inspection number 10388760 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 25 Number of children on roll 46 Name of registered person N. Ramsay and J. Spratt Limited

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reference number

Telephone number 07544 648038 Date of previous inspection Not applicable

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Information about this early years setting

The pre-school registered in January 2023 and is located in Holy Trinity church hall in Horsham, West Sussex. The setting opens during term time only from Monday to Friday. On Monday, Tuesday and Friday it opens from 9am to 3pm, and Wednesday and Thursday from 9am to 1pm. The pre-school offers government funded places for childcare and receives specific funding for disadvantaged children. Currently, there are 12 staff working at the setting. There are three staff with qualified teacher status, seven staff have a level 3 qualification in childcare, and two are unqualified. The pre-school children attend six forest-school sessions every term at a nearby site.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at pre-school. n The inspector spoke to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on children's learning. n The inspector and manager carried out a joint observation of a communication and language activity. n Parents and grandparents shared their views of the setting with the inspector. n The manager showed the inspector documentation to demonstrate the suitability

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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

25 February 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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