Trinity Methodist Playgroup

Inspection of Trinity Methodist Playgroup Trinity Methodist Church, Hallam Crescent East, Leicester, Leicestershire LE3 1FH

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Overall effectiveness Requires improvement

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

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The provision requires improvement

Children arrive happy and settled at the playgroup. They are greeted by staff, who know them well and respond with care and attention to their individual needs. Staff set out familiar activities to help children feel secure and provide a range of play options to encourage them to explore their interests. Staff are attentive and keen to support children, drawing on their knowledge of what children enjoy. However, staff do not consistently extend children's play or build on what children are doing. As a result, children's learning experiences are sometimes limited, and this reduces opportunities for progress.

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The provision requires improvement

Leaders and staff are keen for children to do well, but they do not always share a clear vision for children's learning. This creates uncertainty about what children need to learn next. As a result, planning often centres on providing a range of activities rather than focusing on the knowledge and skills children need to make good progress. Nevertheless, children do benefit from daily routines that support their independence. At snack time, staff encourage them to wash their hands and pour their own drinks. Before outdoor play, staff help children to find their belongings and put on their coats. These experiences enable children to develop self-care skills that help to prepare them well for the future.

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need to do better?

n Staff understand child development and use tracking to identify what children know and can do. However, there is no shared curriculum intent to guide planning, and children's next steps are not consistently used to inform activities. As a result, activities are often led by children's interests rather than by a clear sequence of learning. This means children's experiences are not always purposeful and do not consistently extend their knowledge and skills. n Leaders do not always obtain the required references for staff before they begin employment. While children are kept safe because new staff are closely supervised, this weakness means leaders are not fully assured of staff suitability at the earliest opportunity. Recruitment procedures are, therefore, not as robust as they should be. n Leaders and staff do not always give children the support they need to engage in cooperative play. When children find it challenging to share resources, staff

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need to do better?

sometimes restrict access rather than helping them learn the skills to manage these situations. This approach can increase children's frustration and leave them feeling disappointed, rather than supporting their development of important social skills. n Leaders and staff are keen to support children with special educational needs and/or disabilities (SEND). They show care for children and work with professionals to implement agreed strategies. However, leaders and staff do not

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need to do better?

30 September 2025 consistently take proactive steps to introduce further interventions when these are needed. As a result, children miss out on additional support that could help them to make progress. n Children enjoy daily group story times. Staff encourage them to vote for a story of their choice, which helps children to feel their opinions are valued. During the story, children are engaged and interactive. Staff encourage them to make predictions about what might happen next. Afterwards, children and staff talk about the parts they enjoyed most. These experiences support children's speech and language development and build their confidence in expressing their ideas. n Leaders and staff promote healthy lifestyles effectively. Children benefit from praise from staff as they make healthy choices. Leaders also share information with parents about foods that support a balanced diet. This partnership approach helps children to develop healthy eating habits and positive attitudes

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need to do better?

towards their well-being. n Partnerships with parents are effective. Leaders and staff value parents' contributions and provide daily opportunities to exchange information. Staff share regular updates and reports on children's progress, which helps parents to understand how well their children are developing. Parents say they appreciate the care and support their children receive while attending the playgroup.

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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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Due date

obtain references for staff before they are recruited. 16/10/2025

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should:

n clarify the curriculum intent so staff can sequence learning effectively and support children to make further progress n support children more effectively to develop their social skills, such as sharing and cooperating with others, by helping them to manage situations positively n strengthen support for children with special educational needs and/or disabilities (SEND) by implementing additional interventions proactively.

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Setting details

Unique reference number 226920 Local authority Leicester Inspection number 10398238 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 28 Number of children on roll 19 Name of registered person Trinity Methodist Playgroup Committee

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reference number

Telephone number 0116 2892182 0116 2332967 Date of previous inspection 10 October 2019

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Information about this early years setting

Trinity Methodist Playgroup registered in 1994 and is located in Leicester. The playgroup employs six members of childcare staff. Of these, four hold appropriate early years qualifications at level 3 and two hold a qualification at level 4. The playgroup opens Monday to Friday from 9am to 3pm, during term time only. It provides funded early years education for two-, three- and four-year-old children.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the playgroup and discussed the early years curriculum. n The inspector talked 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 that this was having on children's learning. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the playgroup.

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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

30 September 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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