Trinity Primary School Little Buds

Trinity Primary School Little Buds

Unique reference number (URN): 2803882 Address: Trinity Cp School, Kiln Lane, Skelmersdale, WN8 8PW Type: Childcare on non-domestic premises Registered with Ofsted: 27/09/2024 Registers: EYR Registered person: Trinity Church of England/Methodist School Governing Body

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have created a consistently calm and positive environment where children flourish in the care of respectful and responsive adults. Children's interests are supported, and these are used to plan an interesting learning environment to motivate and inspire children to learn. This helps children to have a consistently positive attitude to learning. From an early age, children are supported by staff to be kind to each other. Staff consistently use language, such as 'kind hands', as children share space and resources. They model and support turn-taking as they play alongside the children. The staff consistently use visual reminders alongside spoken words to help children understand what is happening next in the routine. This helps children develop a sense of security and safety.

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Behaviour, attitudes and establishing routines Strong standard

Staff are excellent role models to the children. They are calm and respond to children with care and respect. They model good manners at mealtimes, and children are heard repeating 'please' and 'thank you'. Children show that they are extremely kind to each other, as the older children help the younger children put on their sun hats outside. This also demonstrates that children understand how to keep themselves safe in the sun.

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Behaviour, attitudes and establishing routines Strong standard

Staff build relationships with the families from the earliest opportunity. They visit children at their homes before they start at the setting, to get to know individual children's needs. This helps children to settle quickly and be ready to learn. This also provides staff with the opportunity to discuss the routines and expectations of the setting, and to identify and remove any barriers to attendance swiftly.

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Children's welfare and wellbeing Strong standard

Leaders and staff consistently prioritise children's welfare and wellbeing. The key-person system is highly effective. Children demonstrate that they are happy and settled in the care of the adults in the setting. Transitions are a significant strength of the setting. Home visits are offered as part of the transition process, where staff can get to know the children and families' individual needs before they start. Stay-and-play sessions support the children to settle quickly and engage in the learning experiences on offer.

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Children's welfare and wellbeing Strong standard

Staff are respectful to the children. They ask permission before wiping their noses, and tell children who do not like having their nappies changed, 'I will sing to you'. All children demonstrate that they feel safe and secure. Children are supported to make their own choices during care routines. For example, staff ask children, 'do you want to walk up the steps of the changing mat or shall I carry you?'. This supports children's emotional wellbeing and fosters early decision-making skills.

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Children's welfare and wellbeing Strong standard

Children are encouraged to be independent. When they are able to, they wipe their own noses and put tissues in the bin, and wash their hands before meals and after nappy changes. Children develop healthy habits for life and a sense of self-esteem. Staff recognise when children are anxious and intervene in a sensitive way. For example, children who are wary of going outdoors are supported by staff who crawl beside them, encouraging them along the way. Children then gain the confidence to explore outside play.

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Expected standard

Children are offered healthy meals and snacks that are prepared on site, in-line with dietary and allergy requirements. Children are well supervised by staff when eating, and this ensures children's safety.

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Achievement Expected standard

All children make progress from their individual starting points across all areas of learning and development. Staff use assessment tools at regular intervals to monitor progress, and to help them identify next steps for individual children. Children develop confidence and independence through the range of experiences on offer. Self-help skills are encouraged at all times, including during mealtimes. Younger children are supported to use a spoon, and the older children drink from an open cup. Children have the opportunity to practise and strengthen their gross motor skills through the use of the equipment outdoors.

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Achievement Expected standard

Children's progress in communication and language is evident, as the youngest children attempt to say single words and the older children are beginning to join 2 words together. Children with special educational needs and/or disabilities, those facing barriers to learning and those known, or previously known, to children's social care achieve alongside their peers. They take part confidently in daily activities and are prepared for their next stage of learning.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the curriculum in the setting. Staff understand the skills and knowledge that children need to develop, and plan activities and experiences that support these. For example, children are supported to drink from an open cup and use a fork and spoon to feed themselves independently. Routines and boundaries are supported through the use of simple language alongside a visual cue or sign. Staff sensitively support children to develop their physical skills, by adapting the environment to give more opportunities to pull up, stand, cruise and crawl.

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Curriculum and teaching Expected standard

Staff model new and exciting vocabulary during everyday routines and play. For example, during lunch time, children are asked if they would like 'crunchy, green cucumbers' or 'juicy and tangy tomatoes.' This helps children to develop a wide range of descriptive vocabulary. Staff sing and read stories to the children throughout the day, linking the story back to previous learning about animals' names and noises. Staff consistently encourage children to take risks when using the climbing equipment outside, using language such as 'one step' and 'mind your leg'. They praise children when they complete the task, and remind them that they have 'done it safely'. Children become independent and resilient.

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Curriculum and teaching Expected standard

Staff model number language as children independently climb up the steps on the slide, and count how many objects they can see when reading a book. Children begin to develop an early understanding of numbers. Typically, the curriculum is taught well. However, group times are not planned as effectively to ensure that all children gain high-quality teaching and learning experiences at these times. At times, some children become distracted, and lose focus and engagement.

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Inclusion Expected standard

Leaders and staff have high expectations for all children, including children with special educational needs/and or disabilities (SEND), children known or previously known to social care, and those who face other barriers to their learning. Leaders and staff use assessment to track children's development. They identify and adapt strategies to ensure that all children are making progress alongside their peers. Leaders identify children's needs quickly and accurately. They sensitively help families to access support from other agencies, if required. They plan to strengthen this even further, by having more regular contact with outside agencies, to ensure that updates to any plans for specific children can be adapted in a timely manner.

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Inclusion Expected standard

Children who speak English as an additional language are supported through a range of strategies, such as the use of visual aids. Staff use puppets and sign during song time, which helps all children feel involved in the activity. Staff support children with SEND well as they move on to their next stage of learning. For example, staff take their key children to meet the new team and explore the new environment. This ensures that the learning environment and strategies used are consistent for the children when they move on to their next stage in learning. Children with SEND make progress alongside their peers.

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Leadership and governance Expected standard

Leaders understand the setting's context and areas for development. They are passionate about the setting and want to maintain a high standard of education and care for all children. Those responsible for the setting work closely with the room leaders. They check that decisions support children's wellbeing, learning and care. Leaders manage staff's workload and wellbeing carefully. Staff feel valued and well supported, and speak highly of the leaders. Staff benefit from regular supervision meetings that provide opportunities to reflect on their practice and discuss children's progress. Leaders precisely identify professional development needs. This strengthens staff's knowledge and skills, which has a positive impact on children's experiences. For example, leaders recognised that there were inconsistencies in some interactions between staff and children. They provided support and training to the staff team, to strengthen the quality of interactions. This has had a positive

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Leadership and governance Expected standard

impact throughout the setting. Staff consistently use their interactions to support children in their play and through care routines, by providing a running commentary and adding new vocabulary.

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Leadership and governance Expected standard

Parents and carers speak highly of the setting. They particularly value regular parents meetings and how information about children's learning and development is shared. Parents are encouraged to attend the transition sessions as children move through the provision. This supports all parents to understand their children's next steps in learning, and how to support and extend this at home.

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What it's like to be a child at this setting

Children thrive in this calm and welcoming environment. They benefit from relationships with warm and responsive adults, who support their individual needs and behaviour. Children seek out key adults for guidance and support when playing and exploring. They are confident in engaging with unfamiliar adults. This demonstrates how the embedded key- person system has supported the children to feel safe and secure when they are in the setting.

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What it's like to be a child at this setting

Children receive a wide range of experiences which support their developing needs and next steps. Staff support children's physical development extremely well. Children are given opportunities to develop their core strength and balance, through small steps and slides inside and in the outdoor play area. Children are given access to a weekly forest-school session where they can experience different surfaces and climbing opportunities. The youngest children confidently climb the steps of slides independently. This gives them confidence and a sense of achievement.

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What it's like to be a child at this setting

Staff use children's interests to plan an environment that motivates and engages children in learning. Older children use small toothbrushes to brush the animals' teeth while they are playing in the water. Staff support children's communication and language skills by providing a running commentary, and introducing animal names and sounds as children play and explore. The children seek out adults to show them the animal puppets. Younger children make the animal sounds as older children confidently name the animals. Children have learned and remembered the vocabulary that staff have modelled to them. Children show high levels of independence and a positive attitude to their learning. They are well prepared for their next stage in learning.

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What it's like to be a child at this setting

Children with special educational needs/and or disabilities, or those with other barriers to learning, are fully included in the experiences on offer. Staff use basic sign language and visual cues to support all children to understand routines and expectations. Transitions to routine times of the day are supported sensitively. Children are shown a visual cue to indicate that it is time for a nappy change. They happily follow the key person to the changing station. These consistent approaches help children to feel safe and valued.

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Next steps

Leaders should strengthen the quality of teaching and learning during group times to

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Address:

Trinity Cp School Kiln Lane Skelmersdale WN8 8PW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Trinity Church of England/Methodist School Governing Body

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. ensure that it sustains children's attention and maximises their learning.

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About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. This data is from 13 July 2026

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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