Trinity Pre-School

Inspection of Trinity Pre-School Vinters Road, Maidstone, Kent ME14 5DX

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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 Outstanding

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The provision is good

All children are very happy, settled and confident during their time at the friendly and inviting pre-school. The highly knowledgeable and dedicated staff have a strong understanding of how they successfully implement their challenging and motivating curriculum. For example, children are keen to explore new concepts, such as investigating what will float and what will sink in water. They learn that paper will float when it is dry and sink when it becomes wet. Staff teach children new words to add to their vast range of vocabulary. For instance, they talk about how paper absorbs water during their experiment. Staff teach children facts about the animals they explore. For example, children confidently talk about how pigs have poor eyesight.

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The provision is good

Staff are positive role models. Children behave well and show high levels of kindness and empathy towards each other. Staff provide children with good opportunities to build on their physical skills. This is demonstrated when they confidently and safely negotiate challenging equipment, such as climbing walls. Staff provide children with exceptional opportunities to learn about the importance of oral health. Children brush their teeth daily. They learn how to ensure this is hygienic, such as using toothbrush covers. Children remind staff not to put toothpaste directly on the toothbrush to avoid cross contamination, and they discuss fluoride with confidence.

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need to do better?

n The managers and staff use additional funding to support the individual needs of children effectively. They purchase a wide range of resources and provide experiences to support all children to develop their physical skills and build on their preference for learning outdoors. n All staff establish positive relationships with all children. They know how to meet their needs and how to support all children to make good progress. Therefore, all children, including those with special educational needs and/or disabilities (SEND), have a positive attitude towards their learning. n Staff support children with SEND effectively. They liaise closely with outside agencies and implement helpful and consistent strategies that support these children. This includes the use of visual timelines and signing to support them to communicate effectively. n The managers closely monitor the quality of care and experiences that staff

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need to do better?

provide children. They observe each other teaching children and provide constructive feedback to support their future performance. Staff evaluate together as a team daily and reflect on what went well and what could be enhanced next time. n All staff carry out regular training. This includes learning about how to fully

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need to do better?

17 March 2025 support all children to manage their feelings. As a result, staff implement strategies to help children to self-regulate their emotions. This is demonstrated when children independently use the safe, cosy area to feel calm if they become overwhelmed. n Overall, children engage in activities and are very happy and safe. Staff supervise children closely. However, on occasions, staff are not always alert to quieter children in the large group. For example, when these children are quietly playing or approach a new activity, they are sometimes overlooked. Therefore, staff do not always support them fully to help boost their confidence and extend their individual learning as far as possible. n All staff establish highly positive partnerships with parents, who speak very highly of them. They comment that staff support their children to flourish and that they go above and beyond. Staff communicate with parents daily and keep

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need to do better?

them up to date with their children's achievements, progress and next steps in learning. n The management team and staff liaise closely with parents to ensure they know about any children who also attend another setting. However, they do not routinely share information directly with the other settings children attend about their learning and development. This does not help to ensure a joined-up approach and the highest level of consistency between them. n Staff provide children with outstanding opportunities to learn about and be highly respectful of other people's similarities and differences. Children learn the welcome song in an extensive range of other languages, such as Malayalam. They learn about Bulgarian traditional dance and festivals, such as Baba Marta, where traditionally people make red and white bracelets to symbolise the changes of seasons.

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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 be confident to swiftly recognise when children may need extra interactions to enhance their learning in larger group situations n build more consistent partnerships with other settings that children also attend.

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Setting details

Unique reference number EY244005 Local authority Kent Inspection number 10380861 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 45 Number of children on roll 64 Name of registered person Trinity Pre-School Maidstone Committee

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reference number

Telephone number 01622 755 474 Date of previous inspection 26 June 2019

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Information about this early years setting

Trinity Pre-school registered in 2003. It is located in Maidstone, Kent. The setting is open Monday to Friday, from 9am until 4pm, term time only. The setting receives funding to provide free early education for children aged two, three and four years old. The setting employs seven members of staff, all of whom hold relevant early years qualification at level 3 and above. This includes one member of staff who has a level 4 and a manager who holds an early years professional status.

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Inspection activities

n The inspector carried out a learning walk with the manager. The inspector assessed the impact of the quality of staff interactions and the learning opportunities they provide children. n The inspector viewed the indoor and outdoor learning environments. n The manager shared written documentation for the inspector to review. This included safeguarding and child protection policies and procedures. n The inspector spoke to the manager, children, staff and parents at convenient times and considered their views. n The inspector and management carried out a joint observation focusing on the quality of teaching.

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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

17 March 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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