Trinity Corner Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The nursery leaders care deeply about the children and families who attend here. They are passionate in their aims to give children the best start in life and provide them with the skills and knowledge that will support them when they move on to school. Staff who work with older children in the nursery ensure that there is a clear curriculum in place.

However, weaknesses in the planning and delivery of the curriculum for some younger children, as well as a lack of support for some staff members, means there is inconsistency in the quality of care and education across the nursery.Despite weaknesses in how some younger children's be...haviour is supported, staff have high expectations of older children's behaviour and establish positive and nurturing relationships. Children in pre-school show high levels of engagement and enjoyment in their learning.

They delight in taking part in inviting activities which help to stimulate their learning and development. For instance, when children create birthday cakes out of play dough, staff support mathematical development by encouraging children to find the corresponding number to match the birthday cake.

What does the early years setting do well and what does it need to do better?

Leaders have not ensured that all staff receive supervision sessions to support them in developing their practice.

This means that not all staff are not given enough guidance and support to provide the highest levels of care and education for children.Support to help children develop positive behaviours and attitudes varies across the nursery. In pre-school, children are taught excellent table manners and they follow routines calmly.

For toddlers, routines are not well embedded. This leads to some chaotic periods where behaviour escalates, for example, at tidy-up time. Additionally, not all staff respond appropriately to challenging behaviours and leaders have not identified this as a training need.

The quality and impact of the curriculum varies across the nursery. For example, in rooms where staff have a clear understanding of what they are teaching and why, children make good progress. For instance, when learning about different emotions, pre-school children begin to discuss their own experiences and use drawings to represent these.

However, in rooms, such as the toddlers, where staff are less clear on the learning intentions, children tend to wander between the activities on offer. While some children engage well with these, for example, developing concentration and manipulative skills when making a collage, staff do not make the most of opportunities to extend children's learning.Leaders have not ensured that senior staff are well deployed throughout the nursery to fully support less-experienced staff.

This has contributed to a negative impact on the quality of education and care for younger children.When children start this nursery, information from parents is gathered to help staff understand children's needs and levels of development. While staff are aware of the importance of developing children's social and language skills, leaders do not have enough oversight as to how children are being supported to gain depth of knowledge and skills across all areas of learning.

The manager has begun to implement curriculum and planning support for younger children, however, this is not yet embedded in practice.Staff in the baby room promote nursery rhymes and action songs which the babies are keen to join in with. This supports babies to develop important early social and communication skills as they happily participate along with their friends.

Parents say they are very happy with the communication they receive from the nursery and that this helps them to know how their children are progressing. Parents comment that their children have improved in their language skills since joining the nursery. Additionally, they feel that staff are friendly and approachable.

Staff engage with external agencies and use the variety of support available to ensure that vulnerable children and those with special educational needs and/or disabilities (SEND) access this. This helps to ensure that children with SEND make progress in their learning and development.

Safeguarding

The arrangements for safeguarding are effective.

There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure that supervision arrangements are effective so that all staff receive ongoing support, coaching and training, in order to provide the highest levels of care and education for children 26/02/2024 provide training and support for all staff so that they are confident in managing children's behaviour in an appropriate way.26/02/2024 To further improve the quality of the early years provision, the provider should: nimprove curriculum planning to ensure that all children benefit from enjoyable and challenging experiences that improve their skills in all areas of learning consider ways to best use the knowledge and skills of more confident practitioners to ensure that less-experienced staff are well supported in their practice nimprove monitoring of the curriculum to ensure children are thoroughly supported in all areas of their development.